Florida Depar tment of Education Bureau of Exceptional Education and Student Ser vices

Floridas School
Counseling Framework

This publication has been prepared through funding by the Bureau of Exceptional Education and Student
Services, Division of Public Schools, Florida Department of Education. This is one of many publications
available through the Bureau of Exceptional Education and Student Services designed to assist school
districts and state agencies that support educational programs and parents. For additional information on
this publication or for a list of available publications, contact the Clearinghouse Information Center, Bureau
of Exceptional Education and Student Services, Florida Department of Education, Room 628 Turlington
Building, Tallahassee, Florida 32399-0400.
Telephone: (850) 245-0477
Fax: (850) 245-0987
E-mail: [email protected]
Web site: http://www.fldoe.org/ese/pub-home.asp

Florida s School
Counseling
Framework

2010
Florida Department of Education
Division of Public Schools
Bureau of Exceptional Education and Student Services

Copyright
State of Florida
Department of State
2010
Authorization for reproduction is hereby granted to the state system of public education
consistent with section 1006.03(2), Florida Statutes. No authorization is granted for
distribution or reproduction outside of the state system of public education without prior
approval in writing.

Table of Contents
Acknowledgements.................................................................................................................................. v
Introduction............................................................................................................................................... 1
Background.......................................................................................................................................... 1
Floridas School Counseling Standards............................................................................................... 1
Comprehensive School Counseling Programs.................................................................................... 2
From Guidance to School Counseling................................................................................................. 2
The Next Generation............................................................................................................................ 3
Chapter 1 Student Learning: The Goal of School Counseling Programs.......................................... 5
Guidelines for a Comprehensive School Counseling Program............................................................ 6
What Do School Counselors Do?........................................................................................................ 7
Challenges Faced by School Counselors............................................................................................ 8
Floridas Next Generation PreK-20 Education Plan: The Role of the School Counselor..................... 10
Bright Beginnings Initiative................................................................................................................... 11
Chapter 2 Floridas School Counseling Framework Program Standards........................................... 13
Foundation . ........................................................................................................................................ 14
Management System . ........................................................................................................................ 14
Delivery System .................................................................................................................................. 14
Accountability....................................................................................................................................... 14
Chapter 3 Foundation.............................................................................................................................. 17
Academic Achievement ...................................................................................................................... 19
Career Development............................................................................................................................ 20
Personal and Social Development....................................................................................................... 20
Community Involvement and Multicultural/Global Citizenship Development....................................... 20
Chapter 4 Management System.............................................................................................................. 21
Staff...................................................................................................................................................... 23
Financial Resources ........................................................................................................................... 23
Budget ................................................................................................................................................ 24
Chapter 5 Delivery System...................................................................................................................... 27
Elementary Schools............................................................................................................................. 27
Middle Schools..................................................................................................................................... 27
High Schools........................................................................................................................................ 28
Chapter 6 Accountability......................................................................................................................... 33
Finding Data......................................................................................................................................... 34

iii

School Counselor Accountability ......................................................................................................... 35

Chapter 7 Developing or Revising Your District/School School Counseling Program...................... 41
Organize............................................................................................................................................... 43
Plan....................................................................................................................................................... 43
Design................................................................................................................................................... 45
Implement............................................................................................................................................. 46
Evaluate................................................................................................................................................ 46
Chapter 8 Scope and Sequence School Counseling Program............................................................. 49
Grades PreK-12 Standards, Competencies, and Sample Indicators . ................................................. 50
Chapter 9 Problem Solving and Response to Intervention .................................................................. 65
Chapter 10 Students with Special Needs................................................................................................ 69
Who are Students With Special Needs?............................................................................................... 69
Acronyms and Abbreviations................................................................................................................ 69
General Requirements for Students In Exceptional Student Education (ESE)..................................... 71
Special Considerations for Students from Diverse Cultural Backgrounds............................................ 72
Related Initiatives.................................................................................................................................. 72
Appendices................................................................................................................................................ 75
Appendix A: References....................................................................................................................... 77
Appendix B: Glossary........................................................................................................................... 79
Appendix C: Benefits of Comprehensive ............................................................................................. 83
Appendix D: Ethical Standards for School Counselors......................................................................... 85
Appendix E: Resources........................................................................................................................ 95
Appendix F: Sample Forms.................................................................................................................. 105
Annual Action Guidance Plan & Agreement
Elementary School Counselor Management Agreement
Guidance Curriculum Results Report
Guidance Program Needs Assessment Team
Professional Learning Community (PLC) Survey
MEASURE: A Six-Step Accountability Process for School Counselors
Parent Needs Assessment for Classroom GuidanceMiddle School
Program Standards Checklist
School Counselor Performance Appraisal Form
Secondary School Counselor Management Agreement
Staff/Teacher Needs Assessment Survey
Student Needs Assessment Survey

iv

Acknowledgements
The Florida Department of Education gratefully acknowledges contributions from the

many counselors, student services directors, counselor educators, administrators,

and other individuals who have provided valuable input into the update of Floridas
School Counseling Framework.
Department of Education
Bambi J. Lockman, Chief, Bureau of Exceptional Education and Student Services
Bettye Hyle, Student Support Services Project
Helen Lancashire, Student Support Services Project
Janet Adams, Student Support Services Project
Sheila Gritz, Bureau of Exceptional Education and Student Services
Peggy Land, Workforce Education
Melissa Benson, Floridas Academic Counseling and Tracking for Students (FACTS)
Statewide Review Committee:
Florida Counseling Association Board
Florida School Counseling Association Board
Rich Downs, Counselor, Hillsborough County School District
Madelyn Isaacs, Counselor Educator, Florida Gulf Coast University
Susan Gertel, President, Florida School Counseling Association
Tom Johnston, Counselor, Orange County School District
Karen Pearson, Counselor, Alachua County School District
Bill Goodman, Supervisor, Student Services, Alachua County School District
Janet Weldon, Director, Guidance & Assessment, Marion County School District
Linda Wenmark,Counselor, Sarasota County School District
Janet Riley, Counselor, Hillsborough County School District
Sheri Reichards, Counselor, St. Lucie County School District
Donna Haff, Teacher, Pasco County School District
Robert Milstead, Hillsborough County School District
A special thank you to
Cathy Rapp, Director, Student Services, Pasco County School District
Zelda Rogers of Workforce
Kathy Dooley, Area Administrator, Seminole County School District
Education for coordinating
Sue Hofstrand, Counselor, Volusia County School District
the revision and update of
Elizabeth Thompson, Counselor, Marion County School District
the Florida School Counseling
Ginger Green, ACT
Lynn Bray, Counselor, Palm Beach County School District
Framework.
Kay Noble, Guidance Specialist, Polk County School District
Sue Street, Counselor Educator, University of South Florida
Jeff Siskind, Counselor, Orange County School District
Jo Winger, Director, Student Services, Leon County School District
Donna Hart, Director, Student Services, Osceola County School District
Debbie Osborn, Counselor Educator, University of South Florida
Debbie Greer, Counselor
Shanshera Quinn, Counselor, Hillsborough County School District
Nan Worsowicz, Supervisor, Guidance Services, Duval County School District
Carolyn Stone, Counselor Educator, University of North Florida

Introduction
Background
Floridas School Counseling Framework represents the continuing evolution of prekindergarten12 (PreK12) school counseling programs. When first articulated in 1995, this model represented a departure from
prior guidance program concepts to one that is comprehensive in scope, preventative in design, and
developmental in nature. Last updated in 2000, the framework was designed to provide districts and
schools a step-by-step process to use in developing and implementing school counseling programs.
The Framework has been increasingly used by districts to structure their school counseling programs to
include a standards-based student development curriculum and activities.

Floridas School Counseling Standards

As Floridas standards have evolved since the original writing in the context of national trends, state
experience, and outcome research, the American School Counseling Association (ASCA) has
promulgated national school counseling standards. The American School Counseling Association has
defined the role of the school counselor in terms of these curriculum standards as well as the skills and
competencies counselors need to successfully implement the curriculum. Language has been updated
in the Framework to capture the dynamic changes in the field including the most contemporary practices
and perspectives for practicing school counselors. The terms being used and the educational context in
which they are used reflect national, regional, state, and professional organizational thinking. The central
focus for school counselors includes their obligations to ALL students, their increasing responsibilities to
be student advocates, and their accountability for enhancing student learning.
Many of the nations problems can be addressed through
prevention and early intervention. School counseling programs
The school counseling program
provide students with the opportunity to learn more about
contributes to succesful student
themselves and others before they have problems resulting
progression.
from self-concept issues. They learn interpersonal skills before
they have an interpersonal crisis. In crisis situations, they can
draw on their skills to address their problem. Every student
needs sound emotional and social skills to achieve optimum
benefits from his/her educational program. Individual uniqueness and maximum development in the
following four major areas are central to the counseling program: academic, personal/social, career, and
community involvement/global citizenship.

Comprehensive School Counseling Programs

Counseling programs are enhanced statewide when state and local educational agencies work together
to establish a common vision, standards, and expectations for their comprehensive programs. Floridas
Framework for School Counseling Programs was developed through the Department of Education
with direct input and support from the Student Development Review Committee and other counseling
professionals throughout the state. Many state and national models reviewed by the committee stimulated
discussion and ideas to adapt for the state Framework. This Framework brings together the basic elements
to develop, implement, and evaluate comprehensive school counseling programs. It is organized around
15 program standards and seven student standards. The student standards encompass academic,
personal/social, and career development as well as community involvement/citizenship development.

From Guidance to School Counseling

Many positive changes are occurring in school counseling programs throughout the state, but much
change still has to occur in how school counseling is conceptualized and how its curriculum is delivered. It
is our belief that such programs must focus their energies and efforts on producing students who possess
the knowledge, skills, competencies, and personal habits that will help them to be productive students in
their schools; productive workers in a global economic environment; and, ultimately, contributing citizens
in society.
We continue to promote the conceptual shift from guidance to school counseling. Preferred terms include
school counselor instead of guidance counselor as the certified professional who uses counseling,
coordinating, consulting, curriculum developing, and delivery skills to implement the program. The
program that defines the activities and program evaluation methods is called a comprehensive school
counseling program. The student standards and competencies are referred to as the student development
curriculum.

The Next Generation

As Florida moves its educational system to the Next Generation, counselors have a key role in
providing the academic advisement to students motivating them to take more rigorous courses, plan
for postsecondary education, and understand the impact education will have on future career decisions.
Counselors will acquire the knowledge and skills that will enable them to use data to design strategies
and interventions to impact student achievement. The Next Generation Counselor will use knowledge
and these skills to disaggregate data by variables, such as gender, ethnicity or socio-economic status, to
examine equity issues and the needs of various student groups. By developing these skills, counselors
will be able to develop proactive programs that contribute to closing the achievement gap.
The content and focus of school counseling programs will continue to change with school reform, student
needs, and the needs of the workplace. Projections from the Bureau of Labor Statistics suggest that many
of the fastest-growing jobs in the U.S. will require some form of postsecondary education, whether it is
a technical certificate, an associates degree, a bachelors degree, or beyond. Many students and their
parents or guardians express the belief that they will go to college. However, research indicates that the
actual number of young peopleparticularly low-income and minority youth enrolling in postsecondary
educationfalls below these stated expectations. This data alone should impact the information
counselors provide to students about postsecondary education and work options. This Framework will
present many best practices that deal with counselors using data to drive the content and focus of their
program.
School boards, superintendents, principals, school
counselors, career specialists, and teachers
School counseling programs promote
must understand the organizational structure of
student success through a focus on
comprehensive school counseling programs and
academic
achievement, prevention and
their contributions to student achievement and
intervention activities, advocacy, and
life success. This understanding is essential if
social/personal/
emotional and career
programs are to be articulated developmentally
development.
across all grade levels. Maintaining the continuity
of student development programs and guaranteeing
their sustainability over time are dependent on
accountability to program outcomes and school
goals, which make all stakeholders in the system familiar with and supportive of the programs. Districts
and schools can begin to assess and restructure their programs by using the standards as a checklist to
compare with their current program.

Student Learning: The Goal of

School Counseling Programs

A school counseling program is comprehensive in

scope, preventative in design, and developmental
in nature. Floridas School Counseling
Framework, adapted from the American School
Counseling Association's (ASCA) National Model,
is written to reflect a comprehensive approach to
program foundation, delivery, management, and
accountability. School counseling programs are
designed to ensure that every student receives
the program benefits. Historically, many school
counselors spent much of their time responding to
the needs of a small percentage of their students,
typically the high achieving or high risk. The
Framework recommends that the majority of the
school counselors time be spent in direct service
to all students so that every student receives
maximum benefits from the program. School
counselors implement a comprehensive school
counseling program that promotes and enhances
student achievement. School counselors are
employed in elementary, middle, and high schools
and in district supervisory, counselor education,
and postsecondary settings.
The outcome of school counseling programs
has always been learning. School counseling
programs must address whatever interferes with
a students ability to learn, to succeed, and to
participate in the learning process. Although the
content of school counseling programs addresses
such results as social and personal adjustment,
educational and career planning, and human
growth and development, it is how these results
enhance learning that justifies the existence of
the program.

Traditional
Guidance

Comprehensive Student
Development

Isolation

Collaboration

Reactive

Proactive

Crisis

Prevention and crisis

Adjustment

Development

Deficiencies

Strengths

Limited scope

Comprehensive scope

Detached from
curiculum

Intergrated into curriculum

Process oriented

Outcomes oriented

Special student
populations
Career information
service
Unplanned activities

Career planning and

development
Planned daily activities

Guidance staff

All school personnel

Accountability weak

Accountability strong

All students

Academic excellence requires personal excellence

and the ability of an individual to use the educational
opportunities available. The content of the program
and the varying strategies used to implement the
content are the means to the end.
The content of counseling and guidance programs
addresses student needs. These needs are
expressed as the gap, or the difference, between
the expected progress and the actual progress in
the students personal, social, academic, and career
development. Competency in these developmental
areas facilitates learning and achievement. For

Chapter 1

growth and development, it is critical for students to

acquire, at an early age, a solid base of motivation,
aspirations, positive attitudes, self-acceptance, and
knowledge of alternatives. And it is critical for students
to continue to build on these throughout life.

Competencies, such as those listed below,

form the core content of school counseling
programs:

Study skills
Test-taking skills
Resource utilization
Problem-solving skills
Interpersonal and social skills
Educational and career-planning
skills
Self-esteem
Self-knowledge
Career awareness and exploration
Employability skills
Decision-making skills
Conflict resolution
Communication skills
Personal responsibility
Community involvement/citizenship
development

Guidelines for a Comprehensive School

Counseling Program
National best practice guidelines include the following
principles for effective, comprehensive school
counseling programs that significantly improve the
academic, personal/social, and career success of
students:
School counselors are trained and certified in
school counseling with unique qualifications and
skills to address all students academic, personal/
social, and career development needs.
School counselors design and deliver
comprehensive school counseling programs that
promote student achievement and are preventative
in design and developmental in nature.
Comprehensive school counseling programs are
driven by student data in order to address identified
student needs (e.g., discipline, attendance,
academics, course enrollments, etc.).
School counselors maintain data to show the
impact of the school counseling program on
school improvement and student achievement and
success.
Comprehensive school counseling programs are a
collaborative effort between the school counselor,
parents, and other educators.

The program content should not be viewed as a School counselors collaborate with other school
prescription for the counselors role, but rather as
staff to integrate guidance into the overall school
a description of a plan to collaborate with other
curricula.
school programs to enhance student achievement.
The program must identify ways that counselors can School counselors spend 80 percent of their time
performing direct services, such as individual and
share responsibility for and establish an ownership of
group counseling interventions, parent and teacher
the districts goals and mission.
workshops, and consultations with stakeholders
School counselors must reaffirm their commitment to
regarding strategies to help students.
and involvement with learning. Although counselors The American School Counselor Association
are not directly responsible for what teachers teach,
recommends a counselor-to-student ratio of 1:250
they contribute, with other staff and parents, to how
for maximum program effectiveness.
students learn and, consequently, for what students
School counselors are committed to continual
learn.
personal and professional development in order to
maintain and enhance the total school counseling
program.

What Do School Counselors Do?

Individual counseling and advisement to help

students set personal goals and develop future
plans that include conflict resolution, identity
development, and other student concerns, such
as cultural adjustment, learning a new language,
social class, racism, substance use, grades, and
peer pressure
Academic advisement in the areas of course
selection, remediation needs, accelerated
mechanisms, Major Areas of Interest (MAIs),
graduation requirements, postsecondary school
admission requirements, and study skills
Consultationworking
with
administrators,
teachers, and staff to meet student needs;
e.g., teaching staff about various student issues,
such as suicide and loss

Problem-Solving/Response to Intervention
(RtI)participating on a school-based problemsolving team with other professionals from
different disciplines to use student-centered
data to identify needs and assess the impact
of academic and/or behavior instruction/
intervention
Program planning, management, and coordinating work of various school personnel, parents,
and other interested parties in the implementation of the school counseling program
Career developmentdeveloping and implementing career awareness, exploration, and
planning as part of the school counseling curriculum (e.g., participation in middle grades career
and planning course implementation)
Change agent for the school atmosphere
Student advocate in meetings with teachers and
staff
Classroom observations on behaviors and
relationships so that feedback can be provided
to teacher, students, and parents
Public relationsinforming school staff, parents,
teachers, students, and community members
about the important role of the school counselor
and the significance of the school counseling
program.
Local researchidentifying student population
characteristics, such as drug use on campus

Student appraisalcoordinating information that Student Screeninginterviewing new students,

etc.
goes into confidential student files and interpreting
the information to help qualify students for special Staff developmentfocusing around particular
issues
programs, services, and/or remediation
Parent helpmeeting individually and in groups Using data to show the impact of the school
counseling program on school improvement and
with parents and providing resources and
student achievement
information on child development and other
specific topics

Chapter 1

School counselors primary goal is to encourage, support,

and foster positive academic, career, social, and personal
development for students in schools. Florida counselors
serve students and their schools in numerous ways, but
the list below gives the major roles and responsibilities
that are included in a comprehensive school counseling
program. Student development curriculum consists
of structured lessons designed to help students
achieve the desired competencies and to provide all
students with the knowledge and skills appropriate for
their developmental level. The student development
curriculum is delivered throughout the schools overall
curriculum and is systematically presented by school
counselors in collaboration with other educators in PreK12 classroom and group activities. School Counselor
activities include the following:

Referralproviding referrals to appropriate

professionals in the schools and in the outside
community

recordkeeping, scheduling, and word processing.

Most counselors express an interest in learning
how to find data, disaggregate the data, and create
graphs and reports. It is important that counselors
advocate for themselves so they can obtain the
skills necessary to meet the changing needs of
their students and become more accountable for
their programs.

Chapter 1

Challenges Faced by School Counselors

School counselors duties should be focused on
the overall delivery of the program through student
development curriculum, individual student planning,
and responsive services. Table 1 compares two similar
types of activities for school counselors and can be
used to educate others about the recommended
program activities.
A challenge facing some counselors involves the
increasingly diverse student populations in Florida
schools. While the changing demographics have
been addressed in school settings, current practices
in providing counseling services may not represent
the best approaches for students and their families.
As part of their professional development, school
counselors should update their skills and knowledge
to include multicultural counseling.
While some progress has been noted in addressing
multiculturalism within schools, statistics continue to
show gaps in academic achievement along racial and
ethnic lines as well as differences in those individuals
who seek counseling services. Research shows
that counselors who are using a proactive school
counseling model access data to discover groups of
students by race or ethnicity and with similar barriers to
success, such as chronic absenteeism, poor grades,
or behavior problems. Counselors can disaggregate
data in areas such as course enrollments, promotion/
retention, and test scores by race, to determine the
gaps. Many districts have used the process called
MEASURE, defined in chapter 6, to identify critical
data elements from the school improvement plan and
to document their interventions, show collaboration
within the school, and provide data to show evidence
of their success.
Counselors are being asked to show data
that demonstrates positive student outcomes
connected to the school improvement plan and
the district mission. While the use of data has
become an integral part of a counselors job, many
counselors have limited technology skills and
only use their computers for basic duties such as

Research also shows that counselors who do not

organize the work according to a school counseling
model are typically reactive and counsel students
with emotional or personal problems who are
referred by teachers, parents, other staff members,
or self referred.
Every day, school counselors face ethical and legal
challenges, ranging from confidentiality issues to
records maintenance, from duty of care to sexual
harassment issues. As a guide, ASCA provides
Ethical Standards for School Counselors to help
counselors meet some of these legal and ethical
challenges. See Appendix D.
School
counselors
develop
confidential
relationships with students to help them resolve
or cope with problems and developmental
concerns and, therefore, become involved with
confidentiality issues. Counselors protect the
confidentiality of student records and only release
personal data in accordance with prescribed laws
and school policies. Student information stored and
transmitted electronically is treated with the same
care as traditional student records. Counselors
keep information confidential unless disclosure is
required to prevent clear and imminent danger to
the student or others or when legal requirements
demand that confidential information be revealed.
Counselors should consult with appropriate
professionals when in doubt as to the validity
of an exception. It is important that counselors
have a thorough knowledge of state and federal
laws, policies, and ethical standards as they
provide services to students and families.*
* Adapted from American School Counselor Association: Retrieved from
www.schoolcounselor.org
8

Inappropriate Activities for School Counselors

Providing individual student academic program

planning

Coordinating registration and scheduling of all new

students

Interpreting cognitive, aptitude and achievement

tests

Coordinating or administering cognitive, aptitude, and

achievement tests

Counseling students who are tardy or absent

Responsibility for signing excuses for students who

are tardy or absent

Counseling students who have disciplinary problems

Performing disciplinary actions

Counseling students as to appropriate school dress

Sending students home who are not appropriately

dressed

Collaborating with teachers to present student

development curriculum lessons

Teaching classes when teachers are absent

Analyzing grade-point averages in relationship to

achievement

Computing grade-point averages

Interpreting student records

Maintaining student records

Ensuring that student records are maintained per

state and federal regulations

Providing clerical record keeping

Assisting the school principal with identifying and

resolving student issues, needs, and problems

Assisting with duties in the principals office

Working with students to provide small and large

group counseling services

Working with one student at a time in a therapeutic,

clinical mode

Advocating for students at individual educational plan

meetings, student study teams, and school attendance
review boards

Assisting with preparation of individual educational

plans, student study teams, and school attendance
review board

Providing or reviewing disaggregated data analysis

Performing data entry

Table 1*

* Adapted from Campbell, C. A., & Dahir, C. A. (1997). Sharing the vision: The ASCA national standards for school counseling programs.
Alexandria, VA: American School Counselor Association.

Chapter 1

Appropriate Activities for School Counselors

Chapter 1

Floridas Next Generation PreK-20

Education Plan: The Role of the School
Counselor

Hold high schools accountable for graduating students

who are ready for college or careers and hold postsecondary institutions accountable for students
success once enrolled.

The Department's strategic plan with timelines can be

The Florida Department of Education (FDOE) has viewed at www.fldoe.org/Strategic_Plan.
embarked upon Floridas Next Generation PreK- The following list of responsibilities reflect the strong
20 Education Strategic Plan. Its mission is to academic advisement role that counselors play in
increase the proficiency of all students within one Floridas Next Generation Initiatives:
seamless, efficient system by providing them with
the opportunity to expand their knowledge and Develop skills to identify, disaggregate, and analyze
student data to determine intervention strategies
skills through learning opportunities and research
to impact student academic achievement and
valued by students, parents, and communities, and
success.
to maintain an accountability system that measures
Analyze data to identify students for higher level
student progress toward the following goals:
coursework, such as Advanced Placement (AP),
Highest student achievement
International Baccalaureate (IB), Advanced
Seamless articulation and maximum access
International Certificate of Education (AICE), dual
Skilled workforce and economic development
enrollment, and honors.
Quality efficient services
Disaggregate data to manage and monitor patterns
of course enrollment to ensure equitable access.
As part of this initiative, Florida has joined other
states in the American Diploma Project (ADP). This Use data to recognize barriers to student learning
project is an Achieve, Inc. initiative (www.achieve.
and advocate for systems change.
org) dedicated to aligning standards, graduation
requirements, assessments, and accountability Assist the leadership team in designing strategic
interventions to ensure implementation of standards
policies with the demands of college and careers. The
and assessments.
expectations of ADP are significantly more rigorous
than current high school graduation requirements, Increase the amount of time students engage in
resulting in an expectations gap that explains why
quality instruction through strategies directed at
many high school graduates arent prepared to
activities like self-monitoring and reinforcement.
succeed when they arrive at college or the workplace. Provide advisement to students and their families
To close the expectations gap, ADP network states
regarding programs of study to help ensure effective
have committed to the following four actions:
transitions and preparation for postsecondary
Align high school standards and assessment with
the knowledge and skills required for success
after high school.

Require all graduates to take rigorous courses

aligned to college-ready and
work-ready
standards that prepare them for life after high
school.
Streamline the assessment system so that
tests students take in high school also serve as
placement tests for college and hiring for work.

education and the workplace. (e.g., using FACTS.

org)

Arrange dual enrollment and Advanced Placement

credits to prepare students for the rigor of
postsecondary education.
Assist students in planning and preparing for
college admissions tests.

10

Bright Beginnings Initiative

28 percent of our third graders were not reading on

grade level, and 24 percent were not performing on
grade level in mathematics

Reading and Language Arts (by grade

levels VPK-3)
Mathematics (by grade levels VPK-3)

Assessment Toolsdesigned for the purpose

of measuring the childs progress, diagnosing
learning needs, and setting instructional goals.
The Florida Assessments for Instruction in
44 percent of our African American students and 34
Reading will be available free of charge to all
percent of our Hispanic students were not reading
Florida school districts in 20092010.
on grade level, and 39 percent of African American
students and 27 percent of Hispanic students were
VPK assessments in reading will include
not performing on grade level in mathematics
broad screening/progress monitoring
measures in the areas of print knowlTo meet the goal of 100 percent literacy and numeracy,
edge, phonological awareness, and
vocabulary
we must strengthen our foundational programs in
reading and mathematics provided to children during
Kindergartenthird grade assessments
their first five years of formal schooling, beginning with
component will include a broad screen/
Voluntary Prekindergarten (VPK) through third grade.
progress monitoring tool, a broad diagnostic inventory, a targeted diagnostic
In order to focus on these first five years of formal
inventory, and ongoing progress monitorschooling, the FDOE has created a Next Generation
ing
initiative called Bright Beginnings. This initiative builds
upon the lessons learned from response to instruction/ Parentsresources and strategies designed to
intervention models, such as Reading First, that
help parents get involved in their childs education
provide high quality initial instruction and appropriate
including:
interventions for struggling students.
Reading and Language Arts (by grade
levels VPK-3)
Mathematics (by grade levels VPK-3)

Bright Beginnings

www.brightbeginningsfl.org
The Bright Beginnings Web site was developed to build
a strong foundation providing early success in reading
and mathematics essential for Floridas children. The
Bright Beginnings Initative includes the development
of:
Expectationschild expectations or standards
detailing the progress of skills from grade-to-grade
in reading, language arts, and mathematics

11

Chapter 1

Although Florida has made substantial progress in

meeting its goal that all children should be performing
at or above grade level in reading and mathematics by
the end of third grade, in 2008:

Instructionresources and strategies designed to

help teachers customize instruction for individual
students, including:

Floridas School Counseling

Framework Program
Standards

The Florida School Counseling Framework is organized around 15 program standards based on the
American School Counselor Associations (ASCA) structure and components of program foundation,
delivery, management, and accountability. By ensuring that each of the program standards is followed in
district and school programs, counselors will be adhering to national and state guidelines in the development
and implementation of their school counseling programs. Program standards are the foundation of a
comprehensive program and ensure that there is consistency in the development and implementation of
programs from school to school, within a district, and from one school district to another.
The program standards can be used by districts and schools to organize their school counseling programs
and to ensure that all elements of the program are in place. The program standards are organized in four
areas: foundation, delivery system, management system, and accountability.

Standards one through three represent

structural elements needed for a
comprehensive school counseling program.
Standards four through eleven define the
counselors role and the program delivery
components.
The remaining standards outline accountability
measures for students, counselors, and the
program.

13

Delivery System

Foundation

9. Curriculum A student development

curriculum that specifies what competencies
all students should master has been
developed and implemented.

1. Mission Statement A mission statement

for the school counseling program has
been developed.

Chapter 2

2. Rationale and Philosophy The rationale

and philosophy that guide the program
development,
implementation,
and
evaluation for the school counseling
program have been developed and agreed
upon.

10. Individual Student Planning All students

along with their parents/guardians are
provided opportunities to develop, monitor,
and manage their educational and career
plans. (FACTS.org)
11. Responsive Services Services are
available to assist students and their parents/
guardians with immediate needs or concerns
that require counseling, consultation, referral,
peer facilitation, or information.

3. Student Standards and Competencies

Student standards and competencies have
been developed and organized into four
content areas: academic achievement,
career development, personal/social
development, community involvement
and
multicultural/global
citizenship
development.

12. Systems Support School counselors utilize

professional development opportunities,
consultation, collaboration, and teaming, as
well as program management and operation
activities to meet the goals of the school
counseling program and to contribute to the
mission and goals of the school system.

Management System
4. District Policy The local school board has
approved and supports the district school
counseling program.

Accountability

5. Advisory Council An advisory council for

the school counseling program has been
established and is active.

13. Use of Data Procedures and processes

have been established to use school
improvement and other data to show student
outcomes as a result of participating in the
school counseling program.

6. Program Resources Professional staff,

financial resources, and political resources
appropriate to carrying out the full intent
of the school counseling program are
provided.

14. Program Evaluation The school counseling

program is evaluated continuously and
annually in terms of what every student
should know and be able to do.

7. Use of Time Counselors can document

that they spend 80 percent of their time
providing direct services to students, staff,
and families, and the remainder is spent
on program management.

15. School Counselor Standards Performance

competencies are developed and based on
program management and implementation
and used as a basis for the counselor job
description and evaluation.

8. Calendars School counseling annual,

monthly, and weekly calendars are
developed and published.

14

Floridas Framework for School Counseling Programs

Accountability
Program Evaluation
Use of Data
School Counselor Standards

Management System
District/School Policy
Advisory Council
Program Resources
Use of Time
Calendars

Delivery System
Student Curriculum
Individual Student Planning
Responsive Services
Systems Support

Foundation
Mission Statement
Rational/Philosophy
Student Standards &
Competencies

Figure 1: Counseling Program Standards

A graphic representation showing what elements are needed to build the program (foundation); how it is
delivered (delivery system); what is needed to manage and implement the program (management system);
and how accountability is established through the use of data to evaluate outcomes of the students, program,
and school counselors (accountability). Each of these elements represents a program standard.
The themes are represented as school counselor skills and attitudes of leadership, advocacy, and
collaboration, which lead to system change. The next four chapters provide more detail on each of the
program standards.

15

Foundation

The Foundation section defines a programs mission and purpose. The foundation is based on what
all students prekindergarten12 (PreK-12) should know, understand, and be able to do as a result of a
successful, effective school counseling program.
The mission statement defines what you want
to accomplishthe purpose of your program.
It represents the immediate and long-range
A mission statement for the school counseling
impact (i.e., what is desired for every student
program has been developed.
five to ten years after graduation). The
mission statement is unique to each school
and community, but it should be tied to the school districts mission and the school improvement goals.
Standard One: Mission Statement

Some elements you may want to include when developing your mission statement are:
Name of the school district or school
Purpose of the school counseling program
Benefits of the program and long-term desired results for students
Content that is delivered to students
The rationale describes the purpose of
the school counseling program and the
Standard Two: Rationale and Philosophy
importance of counseling as an equal
and responsible partner in fostering
A rationale and philosophy that guide the
student development in the following
program development, implementation, and
areas: academic, career, personal/social,
evaluation for the school counseling program
community involvement, and multicultural/
has been developed and agreed upon.
global citizenship. It also provides reasons
why students need the competencies they
will master as a result of their involvement
in a comprehensive school counseling program. In addition, it provides a belief system for the
program.
The philosophy is a set of principles or beliefs that guides the program development, implementation,
and evaluation.

17

 The school and/or district team should meet as a

group to discuss their beliefs early in the process
of developing the philosophy of the school
counseling program.

Some sample questions that a rationale/philosophy

statement should address include the following:
Why is the district/school counseling program
needed?
How is counseling connected to the educational
goals of the district/school?

Standard Three: Student Standards &

Competencies

What are the results for students?

What do we believe about achievement for
every student?

Student standards and competencies

have been developed and organized
into four content areas; (1) academic
achievement, (2) career development,
(3) personal/social development, (4)
community involvement
and multicultural/global citizenship
development.

Do we believe all students can achieve given

proper support?
What do we believe about educational reform
and the school counselors role in it?
Below are sample philosophy/belief statements:
All students can learn.
All students have dignity and worth.

A comprehensive school counseling program

must focus on student learning and achievement.
Advantages of a standards-based school counseling
program include the following:

All students have access to the school

counseling program.

Chapter 3

Students learn at different rates and in different

ways.

Emphasis on students: No longer is the program

all about what counselors do, but the emphasis is
on what students learn as a result of participating
in the school counseling program. Counselors know
the focus of their program, and students understand
what is expected of them.

High expectations contribute to higher levels of

achievement.
All students can develop the skills necessary
for academic success, personal growth,
positive interpersonal relationships, career
development, and healthy choices.

Credibility: Standards define the program and add

value. Students, teachers, administrators, parents
or guardians, community members, and local policy
makers understand the intent of the program.

All students have a right to equitable treatment

and access to opportunities and supports.
All students ethnic, cultural, racial, and
special needs are considered in planning and
implementing a school counseling program.

Alignment between school levels: The standards

and competencies reflect what students should
know and be able to do at each developmental
stage. These standards will enable each schools
counseling program to build upon the programs
implemented at feeder schools. While schools will
vary in student needs, there should be coordination
at the district level to ensure the vertical alignment of
school counseling programs.

School counseling is integral to a school

systems efforts to enhance educational
attainment for all students.
School counselors must work to design and
implement programs that contribute to student
success.

18

Statewide Program Consistency: Standards-based

school counseling programs are especially beneficial
to students who transfer. Mandates for career and
education planning are especially impacted when
there is a lack of program consistency and articulation
between school buildings and districts. For example,
career development is a process that begins at the
elementary level with career awareness. At the middle
school level, students are moving from awareness to
exploration and planning. Planning at the high school
level not only includes course selections for their
four-year plan but also postsecondary goal setting
and decision making. Students who havent received
the developmental activities throughout each school
level are less prepared to make informed decisions.
Additional time must be spent with these students so
that they build the necessary skills.

are relevant for local needs.

The curriculum is delivered through structured
strategies, activities, or units presented
systematically through classrooms, groups, or
schoolwide events. The purpose of the student
development curriculum is not limited to being
taught in one or two subjects, but is included in as
many subjects as possible. School counselors can
teach, team with teachers, or support teachers with
materials and classroom activities. The standards
along with competencies and sample indicators
are outlined in Chapter Eight.
The following standards and competencies
represent expectations for students as a result of
participation in the school counseling program.

19

Chapter 3

Each domain includes standards and competencies ACADEMIC ACHIEVEMENT

that have been updated to reflect state legislation that
1. Students will acquire the knowledge, skills,
has impacted school counseling, the Next Generation
and attitudes that contribute to school success
Initiative, the American School Counselor Association
and lifelong learning.
(ASCA) model, and the National Career Development
1.1 Improve academic self-concept.
Guidelines. Many state models were also reviewed
especially in the development of indicators to include
1.2 Develop the skills and attitudes for
at grade level groupings of PreK3, 45, 68, and
improving academic achievement and
912. The indicators listed are samples and are not
effectiveness as a learner.
meant to be all-inclusive. Counselors can determine
the competency indicators they believe should be 2. Students will acquire the academic preparation
necessary to choose from a wide range of
addressed at the different developmental levels.
educational, training, and employment options
It would be impossible for a school to cover every
upon completion of secondary school.
competency listed. Counselors, in reviewing the
2.1 Manage an educational and career plan to
content, should determine which best attend to
achieve goals.
the particular needs of the students in their school
and reflect the priorities established by the school
2.2 Understand the opportunities available
improvement team, the school counseling advisory
and know how to access an array of
council, and the school staff itself. Some competencies
postsecondary options, e.g., career and
may cross all grade levels, while others are grade
technical pathways, the military, two-year
specific. For instance, some of the competencies may
community college, four-year university,
be specific to high school, but there are foundational
certificate programs, apprenticeships, onand awareness activities that can be addressed at
the-job training, and work.
the elementary level. In this instance, counselors will
need to decide if those activities take a lesser priority.
The competencies should be used as a starting point,
and counselors should delete or add those items that

Career Development
3. Students will acquire the self-knowledge necessary to investigate the world of work and make informed
career decisions.
3.1 Develop self-knowledge through experience and exploration.
3.2 Understand self in the world of work.
3.3 Understand the relationship between work, society, and the economy.
4. Students will use strategies for career and education planning.
4.1 Learn to analyze factors that impact career decision making and education plans.
4.2 Develop skills to locate, evaluate, and interpret career information.
4.3 Experience the world of work.

Personal and Social Development

5. Students will develop the skills to understand and appreciate themselves and others.
5.1 Acquire self-awareness and self-acceptance.
5.2 Demonstrate positive interpersonal and communication skills.
5.3 Demonstrate skills for personal safety and self-care.
6. Students will identify, develop, and use processes to set and achieve goals, make decisions, and
solve problems.

Chapter 3

6.1 Acquire skills for goal setting, decision making, and problem solving.
6.2 Demonstrate the ability to use skills for goal setting, decision making, and problem solving.

Community Involvement and

Multicultural/Global Citizenship Development
7. Students will develop the knowledge and skills to become contributing citizens in a multicultural society
and global community.
7.1 Demonstrate acceptance and respect for cultural and ethnic diversity.
7.2 Develop and volunteer in community service projects.

20

Management System

Planning and management strategies are in place

that establish, maintain, and enhance the total
school counseling program. The management
system addresses the following:
Who will implement the program
A calendar of when activities are planned
and implemented
Why certain activities are planned (use of
data)
On what authority the school counseling
program is delivered

counseling programs, but they should also include

local policies as well as district/school improvement
goals that counseling can impact. The school
board should receive an annual report on the
results of the school counseling program. This
report should include the use of data to illustrate
the impact that school counseling has on school
improvement goals and student achievement.
School board approval and annual reporting are
excellent ways to promote the benefits of school
counseling programs.
Standard Five: Advisory Council

Standard Four: District Policy

An advisory council for the school

counseling program has been
established and is active.

The local school board has

approved and supports the
district school counseling
program.

The advisory council is a representative group of

people appointed to review program results and
to make recommendations. Consider the following
A policy approved by the local school board is when setting up an advisory council:
critical for the successful operations of school
counseling programs in the district. It shows that the Membership should include representative
stakeholders, such as students, parents
program has been adopted as an official program
or guardians, teachers, counselors,
of the school. A policy represents a statement of
administrators, school board members, and
support and provides a course of action or guiding
business and community members.
principles designed to influence and determine
decisions concerning the program. Other political Although broad representation is crucial, the
resources include pertinent state, federal, and local
councils size is also an issue. To be most
laws as well as professional association position
effective the group should be a minimum of 8
statements and standards.
and a maximum of 20 members.
Once the district counseling program has been
developed, districts should present the program Invite members with a letter explaining the
purpose and the amount of time that may be
to the local school board to get approval. Districts
needed, and give the potential member the
can use the state framework to model their school
opportunity to decline.

21

 A chairperson should be appointed who

possesses skills in planning and conducting
meetings, developing an agenda, group
facilitation, and demonstrating a positive
attitude toward others.

Prioritizing academic, career, personal/

social and community involvement/
citizenship development goals
Identifying data from the school improvement plan that school counselors could
impact

Outline terms of office serving from one to three

years. Stagger the replacements so that there
will always be experienced members serving.

2. System Support
Recommending professional development
for school counselors

The advisory council should meet at least

twice a year. The first meeting should include
the purpose and goals (set by administrator
and counselor) of the council along with
information, reports, and other data related
to the school counseling program. Future
meeting dates should be set.

Maintaining communication with and within

schools
3. Offer advice
Making recommendations to administration
on barriers that prevent the counselors from
spending 100 percent of their time with direct
services to students and management of
the school counseling program

Each meeting should include a specific agenda

with the goals to be accomplished.
Minutes of the previous meeting and the
agenda of the upcoming meeting should be
sent to each member several days in advance
of the meeting.

4. Review Present Activities

Conducting program audit and evaluations
Reporting results of activities through data
driven interventions

At the end of the school year, the results gained

in the program are shared with the council
along with recommendations for program
improvement.

Reporting results of the efforts to close the

achievement gap
Ensuring that schools counseling program
builds upon programs implemented at
feeder schools

The primary purposes of the advisory council are

to provide support, offer advice, review present
activities, and encourage new activities to meet
the goals of the comprehensive program.
Activities may include the following:

Chapter 4

1. Reviewing program goals

Ensuring that goals align with the mission
of the district and school
Ensuring that the goals align with the Next
Generation Initiative to include the Next
Generation Sunshine State Standards

22

goals and priorities

Standard Six: Program Resources

Adapts the district guidance plan/program

to include school needs and priorities,
curriculum, and calendars

Professional staff and financial

resources appropriate to carrying
out the full intent of the school
counseling program are provided.

Counsels individual students and groups

through the development of career and
educational plans
Counsels small groups and individuals with
problems

Staff

Consults with teachers, staff, and parents

or guardians regarding developmental
needs of students

Certified school counselors are the providers and

managers of the school counseling program. The
role of the school counselor should be clearly defined
by job descriptions that are written for elementary,
middle, and high school grades. School counseling
services are delivered as part of a team approach
that requires the involvement of all school staff.
However, certified school counselors provide direct
services to students and are responsible for overall
program direction and content. All school counselors
are certified by the state of Florida.

Refers students with severe problems

to appropriate community agencies
in consultation with their parents or
guardians
Coordinates, conducts, or participates in
activities that contribute to the effective
operation of the school
Uses student data from the school
improvement plan or report card and
results from needs assessments to
establish goals and activities that impact
student achievement as well as close the
achievement gap between minority and
disadvantaged students and their nonminority counterparts

School counselors serve a vital role in maximizing

student achievement; incorporating leadership,
advocacy, and collaboration; promoting equity and
access to opportunities; and promoting rigorous
educational experiences for all students. School
counselors support a safe learning environment,
safeguarding the human rights of all members of
the school community. Collaborating with other
stakeholders to promote student achievement, school
counselors address the needs of all students through
prevention and intervention programs that are a part
of a comprehensive school counseling program.
To achieve maximum program effectiveness, the
American School Counselor Association (ASCA)
recommends a counselor-to-student ratio of 1:250.

Creates annual, monthly, and weekly

calendars to plan activities to reflect school
goals
Evaluates counseling strategies and
activities on an ongoing basis to update/
revise the program and to determine
program needs

Financial Resources

Plans, organizes, delivers, and evaluates

the school counseling program

Financial resources include budget, materials and

equipment, and facilities.

Conducts needs assessments (of students,

teachers, parents) to determine program

23

Chapter 4

Pursues professional growth opportunities

Major job responsibilities for school counselors

include:

Budget

Materials and Equipment

A successful school counseling program requires

a commitment of resources both to develop and implement the program while improving the program.
The school counseling team can work with the school
administrator to establish a budget that adequately
supports the program. The budget should be
reviewed annually so that evolving goals of the
advisory council and staff can be accomplished.
School procedures may determine this, but it is
recommended that the counseling program budget
be separate from the department or school administrative and testing budget. Only those items that are
relevant to the current program should be included.

Listed below are suggested curriculum materials,

resources, and equipment that must be available
to counselors, career specialists, teachers, and
students:
Assessment materials for interests, values,
aptitudes, and learning styles
Career and education guides; videos;
postsecondary school catalogs; employability
skills materials, such as rsum writing,
job seeking, interviewing; financial aid and
scholarship books, software, and applications;
test preparation materials; career decision
making materials; military information; and local
job openings
Character education, conflict resolution, and
bully prevention materials
Student development lesson plans (for use by
teachers and counselors)
Equipment, such as computers, DVD players,
TV monitors, copiers, LCD projectors, computer
labs, etc.
Access to computer labs is more important than
ever due to the increased legislative requirements
for career planning at the middle and high school
levels.

Chapter 4

A budget for implementing a new program should

include the cost of the following:
Meetings/workshops for counselors and
teachers to develop new curricula or modify
existing curricula
Professional development workshops on
program implementation
Consultants, school staff, and advisory
council members meeting to plan the overall
implementation and delivery system
Supplies, instructional materials, printing,
professional release time, travel, and consultant
fees

Facilities

Administrators responsible for school counseling

programs should have an action plan for the
development of new funding and resources that
can be used to implement the program. With the
combination of a focus on academic and vocational
instruction and the constant and varying demands
for general revenue funding, district and school
administrators responsible for student services
should schedule time to write grants, create
beneficial partnerships, and seek new resources in
order to supplement and sustain quality programs.
The resource development activities should be
coordinated with other efforts in the community,
district, and school so those with the same mission
are not competing for the same resources, unless
it is according to plan.

The student services or counseling center brings

together all of the available resources, materials, and
staff and makes them available to students. It forms
the heart of all student development services. The
center may be used for such activities as individual,
small, and large group sessions; career exploration;
and individual research and planning. In elementary
schools, the center provides a place for students to
explore information and services on personal growth
and development. For secondary school students,
the center provides information that can be used
for career exploration and planning, job placement,
financial aid and scholarships, postsecondary
planning and registration, and issues related to
personal and social concerns.

24

Teachers also find the resources in the center useful

for program planning and implementation. Resource
materials are provided, as well as the opportunity
for joint curriculum planning with counselors. The
counseling staff may also sponsor professional
development workshops for faculty and staff.

what materials and resources will be provided.

The objectives can be used to establish a plan of
action that will determine the needed staff, space,
resources, programs, and equipment.
Standard Seven: Use of Time

In providing services through the school counseling

program, it is recommended that, at a minimum, the
facility should include:

Counselors can document that

they spend 80 percent of their
time providing direct services to
students, staff, and families, and
the remainder is spent on program
management.

Space for individual and group counseling

An office equipped with locking file cabinets,
telephone, and computers with Internet access
A career center with appropriate materials and
resources that is accessible during and after
school hours for student and parent use
Adequate storage space, as well as access to
equipment for training

The responsibilities of counselors continue

to increase due to state and local mandates,
school improvement priorities, testing, and the
rising number of issues that face many students
today. Non-school counseling activities must be
identified and reduced to a minimum to maintain
the 80 percent of counselor time devoted to direct
services to students.

Many schools have an area or room designated for

a career center. In planning a career center, these
basic objectives should be followed:

The following percentages serve as a guide to

school counselors and administrators when
determining the time their program needs
to spend in each of the four delivery system
components. The time percentages are designed
to be programmaticnot counselor specific.
Counselors are encouraged to allot times based
on program priorities and needs. Many districts
have been successful in recording how much time
is spent on certain tasks that do not directly relate
to the delivery and management of the school
counseling program. After seeing those results,
administrators or school boards have ensured
that other personnel could be hired or assigned to
those types of duties. The advantage of conducting
a time and task analysis is to determine where
time is actually being spent.

These objectives clearly establish the purpose of

the career center, including what programs will be
offered, who will have access to the center, and

25

Chapter 4

Provide accurate and relevant career and

educational materials to include print, video, and
software.
Assist students in researching careers suited to
their interests, values, and abilities.
Offer career assessment through testing and
interest inventories.
Provide the faculty with staff and resources
to support integration of careers into the
curriculum.
Provide an avenue for parents or guardians
to participate in student career and education
planning.
Provide Internet access to career and education
information through programs such as
CHOICES Explorer and CHOICES Planner and
the ePersonal Education Planner (ePEP) in the
Florida's Academic Counseling and Tracking for
Students Web site, FACTS.org.

Sample Distribution of Total School Counselor Time

Delivery System
Component
Student development
curriculum
Individual Student
Planning

Elementary School % of Time

Middle School % of Time

High School % of
Time

35% - 45%

25% - 35 %

15% - 25%

5% - 10%

15% - 25%

25% - 35%

Responsive Services

30% - 40%

30% - 40%

25% - 35%

System Support

10% - 15%

10% - 15%

15% - 20%

Adapted from Gysbers, N. C. & Henderson, P. (Eds.)

(2000). Developing and managing your school guidance
program, (3rd ed.), Alexandria, VA: American Counseling
Association.

Standard Eight: Calendars

School counseling annual, monthly, and
weekly calendars are developed and
published.

Calendars can serve as a useful tool in planning

and implementing the school counseling
program. By posting the calendars, (hard copy
or electronically on the schools Web site) all
stakeholders are aware of when and where activities are scheduled. A well developed calendar can be a
powerful public relations booster.
Use calendars to:

Allocate time for data analysis and program evaluation

Identify grade levels, dates, activities, and standards/competencies that will be addressed
Establish system priorities
Increase communication within the school and home about schedules and program activities

Chapter 4

There are a number of ways that the annual or monthly calendar can be publicized:
Post on the school counseling department and/or administration bulletin board or other sites used to
communicate school events.
Submit to local newspaper, student newsletter, and school Web site to increase the programs
visibility.
Distribute to teachers for their classroom bulletins, and encourage their participation or observance of
upcoming events.
Counselors can be proactive by developing a plan/schedule, whether it is annual, monthly, or weekly,
to organize their counseling activities. It is an excellent strategy for informing others about the school
counseling program.

26

Standard Nine: Curriculum

A student development curriculum that

specifies what competencies all students
should master has been developed and
implemented.

Delivery System
The delivery system addresses how the
program will be implemented. The purpose
of the student development curriculum is to
provide all students the knowledge and skills
appropriate for their developmental level.
Every district has a school counseling program.
Each school should use this program but add
the components that will make it specific to the
school.

Counselors decide which standards/competencies they will address based on the needs of the students
at their school. Lesson plans should be designed to assist students in achieving the competencies and
should be presented systematically through classroom and group activities. The scope and sequence
of the school student development curriculum may include units delivered through other classroom
subjects. Counselors also conduct workshops and informational sessions for parents or guardians to
address the needs of the school community and to reflect the student development curriculum. Chapter
Eight describes the scope and sequence of the school counseling program.
Student development curriculum activities
are usually delivered individually or with small
groups or advisement groups. Individual or
group counseling is implemented through
strategies such as individual appraisal and individual advisement. Activities include interest
and ability assessment, career exploration and
planning, and portfolio development.

Standard Ten: Individual Student Planning

All students, along with their parents or
guardians, are provided opportunities
to develop, monitor, and manage their
educational and career plans.

Elementary Schools
Self-concept development, interpersonal relationship skills development, decision making, skill building,
and beginning awareness of careers are examples of topics that can be addressed at the elementary
level to prepare students for career and education planning at the middle and high school levels. These
same topics are reinforced through counseling and student development curriculum activities during
middle and high school.

Middle Schools
The above topics are reinforced so that students move from an awareness level to understanding and
application. Students are assessed on their interests and abilities and understand that their attributes may
change as they age and gain more knowledge and experiences. Students are required to take a career
and education planning course in the 7th or 8th grade as a promotion requirement (section 1003.4156,
Florida Statutes). They complete their interest assessment and career exploration in Florida CHOICES

27

Chapter 5

at www.flchoices.org and develop the academic

plan in the ePersonal Education Planner (ePEP)
at FACTS.org. The student selects a Major Area
of Interest and the career cluster they identified in
CHOICES to develop their four-year high school plan
of study. Counselors collaborate with the instructor
of the course to assist students with the process of
career planning, decision making, and development
of their ePEP and career portfolios. Students and
their parents or guardians need to be aware that their
interests may change with experience or maturity
and that they will have an opportunity each year in
high school to make changes to their education and
career plans.
Schools hold parent meetings to inform parents or
guardians about the course curriculum and activities.
The ePEP must be signed by the student, counselor
or instructor, and the students parents or guardians.

Individual planning with students is implemented

through such strategies as:
Individual or small-group appraisal
School counselors work with students on analyzing
and evaluating their abilities, interests, skills, and
achievement. Test information and other data are often
used as the basis for helping students develop shortand long-term goals.
Individual or small-group advisement
School counselors use current information to advise
students in planning academic, career, and personal/
social goals. The involvement of students, parents
or guardians, and the school in planning students
programs that meet their needs is critical to this
process.

Examples of topics within this component are:

1. Academic skills support
High Schools
2. Problem solving, conflict resolution, career
decision making
Individual counseling provides opportunities for
3. Peer relationships and effective social skills
consultation with students and their parents or
4. Coping strategies
guardians. Counseling and student development
5. Promotion and retention information
curriculum activities continue to support student
6. Interest assessments
planning by emphasizing the development and
7. Career exploration
use of career decision making, goal setting, and
8. Four-year or six-year education and career
planning skills. The importance and relevance of
plans
basic academic and career preparation skills are
9. Annual course selection
emphasized. Counselors help students understand
10. Postsecondary planning and application
the need to develop job skills and a positive work
process
attitude. Many schools employ career specialists
11. Standardized test score review, interpretation,
who coordinate career development activities while
and analysis
working closely with counselors to assist students with
12. Test-taking strategies
their career and educational plans. Plans developed
13. Senior planning appointments
in middle school are reviewed and updated annually.
14. Job shadowing
Counselors collaborate with the administration to
15. Financial aid
plan times for students to update their ePEP (section
16. Senior exit reviews and surveys
1003.4156(1)5, Florida Statutes) and to continue
17. Review of behavior plans/contracts
career exploration activities appropriate to their grade
18. Multicultural/diversity awareness
level using Florida CHOICES.
19. Substance abuse education

28

Standard Eleven:
Responsive Services
Services are available to assist
students and their parents/
guardians with immediate needs or
concerns that require counseling,
consultation, referral, peer
facilitation, or information

A comprehensive school counseling program includes

services such as counseling, consultation, and referral
that are available to all students and their parents or
guardians. The purpose of these services is to intervene
on behalf of those students whose immediate personal
concerns or problems put their continued academic,
career, and/or personal/social development at risk.
This component is often student-initiated.
School counselors provide the following responsive
services:
Counsel individual students or small groups with
their personal concerns
Consult with students families, teachers,
educational support staff, and community agencies
regarding strategies to help students
Use accepted theories, techniques, and ethical
practices appropriate to school counseling at
different developmental stages
Apply knowledge of different cultures to interact
effectively with all populations
Demonstrate knowledge of career development
theories and career counseling techniques in
delivery of the school counseling program
Topics may include:
School based
Academic failure
Attendance

29

Attitudes and behaviors

Peer relationships
School safety
Study and testing skills
Transferring from one school to another

Personal issues
Self-management skills
Substance abuse
Stress
Pregnancy
Gang pressure/involvement
Harassment issues
Death of a family member or friend
Family divorce
Abuse (physical, teacher, verbal, etc.)
Career indecision
Financial aid
Postsecondary options
Peer remediation
Conflict resolution
Self-esteem
Many times a counselor will intervene with students
who are unable to cope with a situation or are on
the brink of choosing unhealthy or inappropriate
solutions to their problems. Some responses to
students are remedial, such as interventions with
students who have already made unwise choices or
have not coped well with problem situations.
Counselors refer parents or guardians to community
services for long-term counseling needs and to
deal with crises such as suicide, violence, abuse,
and terminal illness. These community resources
may include: mental health services, employment
and training programs, juvenile services, and social
services.
In this component, as in the others, locally identified
needs will dictate the priorities for problem topics
and for the groups of students to be served. A
comprehensive school counseling program includes
supplemental services for students targeted by special
funding sources, such as students in compensatory,
gifted, migrant, and exceptional student education,
or career and technical programs.

Chapter 5

Chapter 5

In-service training: Counselors keep their skills

up-to-date by attending in-service training to learn
about research on student learning, curriculum
development, best practice counseling strategies
and activities, technology, and data analysis.

Parents or guardians must be involved and participate

in the activities of this component to help their children
overcome barriers to their educational progress.
Parents or guardians can refer their children for help
and work with school staff to specify their childrens
issues. They must also give permission for needed
services, including ongoing counseling.

Professional Associations: School counselors

maintain and improve their level of competence
and share their best practices by attending and
presenting at conferences, summer academies,
and leadership workshops that are offered through
state and national associations such as the
following:

Management activities include program evaluation,

follow-up studies, school and community orientation
to the school counseling program, public relations,
professional development activities, participation
on school leadership teams or other committees,
community outreach and planning, and other
management tasks that support the program.

Florida Counseling Association

www.flacounseling.org
Florida School Counselor Association
www.fla-schoolcounselor.org
Florida Association for Career and Technical
Education www.facte.org
American School Counselor Association
www.schoolcounselor.org

Standard Twelve: Systems Support

School counselors utilize
management activities that
establish, maintain, and enhance the
school counseling program.

Counselors provide support to programs other than

counseling. This support includes, but is not limited
to, involvement in testing, serving on school- or
district-based curriculum committees, and consulting
with school administrators regarding student needs.

Consultation, Collaboration, and Teaming

Counselors look for opportunities that will promote
support and awareness for the school counseling
program.
Consultation: Counselors consult with teachers,
staff members, and parents or guardians on a
regular basis in order to provide information,
support the school, and receive feedback on
students needs.

Professional Development

Community Outreach: Activities included in this

area are designed to help counselors become
knowledgeable about community resources,
referral agencies, field trip sites, employment
opportunities, and local labor market information.
Counselors may visit local businesses, industries,
and agencies on a regular basis.

School counselors are involved regularly in updating

and sharing their professional knowledge and skills
through the following means:
Board Certification: As leaders in the field,
school counselors may pursue acceptance by
the National Board for Professional Teaching
Standards (NBPTS) or National Board
for Certified Counselors (NBCC) to bring
value and credibility to what they do. More
information is available on the Web sites:
www.nbpts.org and www.nbcc.org .

School Improvement Leadership Teams:

School counselors can provide useful information
and insight to meet school improvement goals
and should be included on all school leadership
teams.

30

Counselors work with faculty, staff, students, parents

or guardians, community members, and the district
student services director to plan, implement, and
evaluate a comprehensive school counseling program.
Counselors must be able to use a planning process
to define needs and priorities and to determine
appropriate objectives. Counselors must be able to
organize personnel, physical resources, and activities
in relation to defined needs, priorities, and objectives.
They must also evaluate the program to maintain its
contribution to the total educational program.
The full implementation of the program requires
that the school counselor work cooperatively and
collaboratively with administrators, teachers, and
district staff. The success of the program depends
upon the extent to which all educators understand that
the goals of the total educational program and those
of the comprehensive school counseling program
are congruent. Educational professionals must also
realize that they have distinct but interactive roles
in promoting the cognitive, emotional, and social
development of students and must maintain mutual
respect for change and contributions each brings to
the school setting.
School and district administrators responsible for
academic and career and technical instruction also
set clear expectations for how the school counseling
program will support and work in concert with the
instructional program.
Administrative Support
Administrative support is critical to the full
implementation of the school counseling program. The
principal, as the chief administrator of the school,
is ultimately responsible for the success of school
counseling programs in the building.

31

Administrative support of the school counseling

program should include:
Understanding and appreciating the role and
function of the school counselor as defined by
the school counseling program and sharing that
understanding with faculty, parents or guardians,
and the community
Providing the structure and support necessary
for the school counselor to devote full time to the
program
Providing adequate facilities, materials, and
clerical help to allow the school counselor to use
his/her specialized training and competencies in
an effective manner
Facilitating the participation of all school
personnel in the program
Providing a school atmosphere conducive
to ongoing evaluation and innovation in the
counseling arena in order to support program
improvement
Providing avenues of access to ALL students
Developing a partner relationship between
the school counseling program and school
improvement goals
Ensuring that school counseling representatives
are included in the school-based leadership
team
Reducing non-counseling duties when possible
Teacher Support
Teachers can play an important role in establishing
the school counseling program by:
Supporting and assisting with the implementation
of the school counseling program
Sharing insight and knowledge with the counselor
in creating a positive learning environment for
the student
Sharing student data with the counselor
Assisting in identifying students with special
needs and in making appropriate referrals
Collaborating with the school counselor in
integrating the student development curriculum
into the academic program

Chapter 5

Advisory Councils: School counselors are active

in serving on community committees or advisory
councils. By supporting other programs in the
school and community, counselors gain support for
the school counseling program.

Chapter 5

District Student Services Personnel Support

Student Services Directors serve as facilitators, leaders, supporters, and advisors throughout the process
of development, implementation, and evaluation of the school counseling program. While duties vary
from district to district, typical responsibilities that provide direct support to the school counseling program
include the following:
Establishing policies and procedures that will increase the likelihood of full and successful implementation
of the school counseling program districtwide
Disseminating information concerning the program to district and school administrators, school board
members, other school personnel, and the community
Coordinating professional development activities for school counselors that will support the program in
areas identified by needs assessments
Conducting program evaluation activities
Coordinating training for counselors in identifying and utilizing student data to develop strategies/
interventions that impact student achievement

32

Accountability

Increasingly, school counselors and administrators are challenged to demonstrate the effectiveness of
the school counseling program in measurable terms. School counselors must answer the question, How
has the school counseling program affected students?
No Child Left Behind (NLCB) has raised the bar on accountability for everyone, including school counselors.
The program is based on the premise that every child can learn and that public school systems must
educate ALL children, not just a portion. A primary focus of accountability is to close the achievement gap
between minority and non-minority students. To achieve its goals, NCLB works according to the following
four common-sense actions and principles:

Holding schools accountable for results

Giving states and districts flexibility in how they spend federal money
Using scientific research to guide classroom practice
Involving parents or guardians by giving them information and choices about their childrens
education

In addition, the 2004 Florida Legislature passed section 1006.025, Florida Statutes, Guidance Services,
which requires school districts to have a guidance plan and to report to the Commissioner of Education
annually. Each school district submits an annual district guidance report that includes information on the
following topics:

Student access to guidance counselors

Degree to which a district has adopted or implemented a model guidance program
Evaluation of the information and training available to counselors and career specialists
Progress toward incorporating best practices for advisement
Consideration of alternative guidance systems, such as a teacher-advisor model
School-to-work transition information provided to students
Impact of school counseling programs on student achievement

School counselors also share the responsibility to remove barriers that impede learning and involve all
critical players in a school setting to help make that happen. School counselors must collect and use data
that supports and links the school counseling programs to students academic success.

33

demographic and student performance data makes

it possible for counselors to determine how policies
and practices are impacting issues of equity.

Standard Thirteen: Use of Data

Procedures and processes have
been established to use school
improvement and other data to show
results of the school counseling
program.

Finding Data
School-based annual school report cards publicize
data elements, such as attendance, demographics,
graduation and postsecondary going rates, and
standardized testing results. When data are
disaggregated into categories, such as ethnicity,
gender, socioeconomic status, or teacher assignment,
it provides information for the analysis of student
performance. It is then possible to more closely
examine which groups of students are successful
and which are failing. For example, data analyses
would provide factual information for a school
counselor to investigate whether or not equitable
access to academically rigorous course work was
available to all students. A school counselor familiar
with using data to effect systemic change makes
a strong case for looking at the equity issues in
educational placement practices. Every student is
entitled to a quality education and the opportunity to
avail themselves of career and technical programs,
music, art, languages, technology, or advanced
placement courses. The use of data will confirm that
every student has a program of study and career
plan that is commensurate with his/her aspirations
and dreams.

Chapter 6

Data informs, confirms progress, and reveals

shortcomings in student performance (Stone
& Dahir, 2004). Closing the gap in student
performance is at the heart of impacting systemic
change.
School counselors have offered time-ontask data (Gysbers & Henderson, 2000) or
numerical summaries of different types of
activities delivered as a means of assessing and
evaluating the impact of a school counseling
program. School counselors frequently use one
of the following data sources to highlight program
accomplishments:
Process data offer evidence only that an
event or activity occurred. For example,
school counselors may present the numbers
of students seen individually, in groups, or in
classrooms.
Perception data are gathered from needs
assessments or surveys and reports opinions
at the time of data collection.

Using data enables school counselors to work in

tandem with building administrators and faculty to
close the achievement gap. School counselors can
monitor student attendance and class performance
and collaborate with faculty to devise strategies that
will enable more students to move successfully from
grade level to grade level. When school counselors
work with the same school-based data as their
colleagues, they share accountability for student
outcomes and contribute to moving critical data
elements in a positive direction.

Results data answer the question so

what? and provides evidence that a student
competency is not just mastered but has
affected course-taking patterns, graduation
rates, knowledge attainment, attendance,
behavior, and/or academic achievement
(American School Counseling Association,
2003).
Twenty-first century school counselors can shift
their focus to using school improvement data to
present a picture of the current status of student
needs and achievement issues. The use of data
is the key to developing practices that can lead
to higher levels of student success. Examining

Critical Data Elements can include the following:

Student report card grades

34

 Standardized test scores (FCAT, ACT, PLAN,

SAT, PSAT)
Participation in academic support services
Attendance and truancy
Mobility/Transiency
Discipline referrals
Passing rates each quarter
Suspensions
High school graduation rates
Promotion from grade level to grade level
Enrollment in Honors, Advanced Placement
(AP), International Baccalaureate (IB), Advanced
International Certificate of Education (AICE),
College Level Courses
GPA
ESE referrals
Dropout rates
Parent/student survey results
Number of students enrolling in postsecondary
education
Number of students accessing dual enrollment
courses

Principals and teachers work in an accountabilitydriven environment as schools are rated annually
on their adequate yearly progress. Accountability
requires all educators to systematically collect,
analyze, and use data to examine the achievement
patterns for students. School counselors also use
this same information to strategize and document
how the school counseling program contributes
toward supporting student success. School
counselors can demonstrate and communicate
how their contributions positively impact student
achievement and, by so doing, share accountability
for school improvement with other members of the
faculty.

River, NJ: Pearson Education, Inc.

35

Chapter 6

While there are various methods for collecting and

using data to show results of the school counseling
program, MEASURE* is the process discussed in
detail since many schools have been trained at
workshops to use this process. The training was
either conducted by the developers of MEASURE
or sponsored by the Department of Education. The
Annual Online Guidance Report shows that 61
percent of districts either recommend or require
that schools develop at least one MEASURE to
School Counselor Accountability
show how school counseling has impacted student
Improving student achievement in Florida is about academic improvement.
closing the achievement gap. Every administrator, MEASURE, a six-step accountability process,
teacher, and member of the school staff is expected confirms the impact of the school counseling
to contribute to the comprehensive structure of the program on critical data, those components of the
school (i.e., curriculum, teaching, student outcomes, school report card that are the backbone of the
and climate). Every student in Florida is expected accountability movement. MEASURE supports the
to acquire knowledge and skills as outlined in the accountability component of the American School
Next Generation Sunshine State Standards and Counseling Association (ASCA) National Model
demonstrate this accomplishment through the FCAT (2005) and moves school counselors from a
assessment system. Additionally, students are counting tasks system to aligning the school
expected to receive career guidance so that when counseling program with standards-based reform.
they exit high school they are informed and prepared MEASURE is a way of using information, such
to pursue their career choice whether it involves going as promotion and retention rates, test scores,
directly to work and/or on to further education. The attendance, and postsecondary going rates to
Next Generation Initiative includes counselors taking develop specific strategies for connecting school
a more active role to increase student participation counseling to the accountability agenda of todays
and success in AP, dual enrollment, IB, and AICE schools.
programs. In these examples, course enrollment
patterns could be examined to identify students and * Dahir, C. & Stone, C. (2004). School Counselor Accountability: A MEASURE of Student Success. Upper Saddle
student groups.

Chapter 6

MEASURE is an acronym for:

success or areas in need. The data elements that

impact the school improvement plan then become
Mission: connect the comprehensive PreK-12
more apparent.
school counseling program to the mission of
the school and to the goals of the annual school Stakeholders-Unite: determine which stakeimprovement plan.
holders need to be involved in addressing
these school improvement issues and unite to
At the heart of every schools mission statement
collaboratively develop strategies.
are goals that support and promote student
achievement, success in rigorous academics, and All concerned members of the internal and external
preparing students to choose from a wide variety of school community are committed to moving critical
options after high school. School counselors need data elements in a positive direction. By collaborating
to ask how every aspect of their program supports with other stakeholders, school counselors avoid
the mission of the school and the objectives of the tackling issues in isolation. Creating and implementing
annual school improvement plan.
strategies collaboratively will begin to move the data
in a positive direction.
Elements: identify the critical data elements
that are important to the internal and external Results: restate your baseline data. What do your
stakeholders.
current data indicate? Assess your results to see
if you met your goal.
Critical data elements can usually be found on
the schools district or building report card. School School counselors periodically review the data and
systems routinely collect and store both academic strategies to see if the goals of the MEASURE were
and demographic data in a retrievable form. School met. This requires refining and reflecting on which
counselors have ready access to data in areas, such interventions and strategies successfully moved the
as course enrollment patterns and attendance, all critical data elements in a positive direction. If the
of which contribute to achievement. Disaggregating targeted results were not met, then it is important
data in a variety of ways ensures that the system to also re-analyze and refocus the strategies to
addresses access and equity issues. This approach determine why the interventions were unsuccessful
to looking at data guarantees that no group of in moving the data in a positive direction.
students is ignored or left behind.
By carefully examining what worked well and what
Analyze: discuss carefully which elements need strategies need to be modified, adjusted, or perhaps
to be aggregated or disaggregated and why.
changed altogether, the MEASURE can be revised for
the following school year in order to continue to move
Analysis will determine the institutional or
the critical data elements in a positive direction and
environmental barriers that may be impeding
continue to connect school counseling to continuous
student achievement and adversely influencing the
school improvement.
data elements.
Educate: show the positive impact the schoolSchool counselors can initially determine which
counseling program has had on student
elements to address first as well as which elements
achievement and on the goals of the school
the school counseling program can positively impact
improvement plan.
targeted goals. Because data alone do not tell the
whole story, it is important to disaggregate the Publicizing the results of an effective school
critical data elements and to look at them in terms counseling program is a vital step in the accountability
of gender, race/ethnicity, socioeconomic status, process, and as a result, both internal and external
and perhaps by teacher to shed light on areas of stakeholders will have a deeper understanding

36

about the contributions of the program that focus on

student success. As partners in school improvement,
school counselors have demonstrated a willingness
to be accountable for impacting critical data and are
viewed as essential to the schools mission. This
step includes developing the Student Personnel
Accountability Report Card (SPARC) to show the
results of the MEASURE.

her/his goal. A career and education plan can

provide students with a solid focus on the future and
give them a jump start in the upper elementary and
middle school grades. Increasingly, the numbers of
students who have a plan that can be monitored,
re-assessed, and revised annually by the school
counselor and the student, in collaboration with
family and faculty, will help every student realize
his/her dreams and help every school counselor
meet his/her MEASURE goals!

Career Guidance and the

MEASURE Process
Every student needs the motivation to complete
high school with the academic preparation to have
all options after graduation (Education Trust, 1997),
including two- and four-year colleges, career and
technical schools, military opportunities, and direct
entry into the workforce. Preparing students to
select a career pathway and guiding them to enroll
in coursework that is appropriate and essential are
critical contributions of school counselors (Stone &
Dahir, 2006). Every student needs a solid career
and educational plan to help her/him fully participate
in the global and economic challenges of the
21st century. Solid career and educational plans
sharpen the understanding of why it is important to
do well in school and demonstrate for students the
interrelationship between school and their future
economic opportunities; nothing can take the place
of a solid career and educational plan in drawing the
straight line between the relevance of school to their
future!

Career and educational plans are critical but are

not, in and of themselves, a critical data element.
The connection is how the career and education
plan helps more students enroll in higher level
academics, reduce absences, and increase grade
point averages. The plan gives students motivation
and focus for their high school years. Use the career
and educational plan or other career development
activities as a strategy for every MEASURE and
show how it supports a critical data element.

Florida school counselors can use career and

academic advising as a strategy in elementary,
middle, and high school to meet the accountability
requirements of NCLB and the academic rigor of
the Next Generation Sunshine Standards. Every
MEASUREwhether it improves attendance,
positively impacts the postsecondary going rate,
increases the graduation rate, reduces discipline
rates, improves promotion rates, or raises test
scoresshould include at least one strategy that
addresses career and academic advising. There is
no better way than to help each student visualize the
future and understand the path necessary to achieve

A sample MEASURE and SPARC form is included

in Appendix F.
The Educate step in MEASURE has been
adapted, with permission, from the Student
Personnel Accountability Report Card sponsored
by the California Department of Education and
Los Angeles County Office of Education.

37

Chapter 6

The 2006 Florida Legislature passed section

1003.4156, Florida Statutes, requiring that all
entering 6th grade students in school year 20062007 to take a career and education planning
course in the 7th or 8th grade. Students complete
career exploration through CHOICES (comparable
program) and develop their four-year high school
plan of study in the ePersonal Education Planner
(ePEP) at FACTS.org. While duties may vary by
school, this legislation supports the counselors role
in career guidance and should be included when
developing strategies for a variety of MEASURE
outcomes.

(A sample form, School Counselor Performance

Appraisal, is included in Appendix F.)
Standard Fourteen: Program Evaluation

The evaluation:

The evaluation of the school counseling

program is ongoing and annual.

Is based on explicitly stated standards

Uses data to answer the evaluation
questions
Draws conclusions after analyzing the
data and the context in which the data was
gathered

Chapter 6

The school counseling program is assessed

periodically using program standards as the
evaluation measure.

Answers questions about the effectiveness

of the whole school counseling program and
of the individual components of the program

There is a growing demand for the accountability of

all school programs, and school counseling is not
excluded. Evaluation data must demonstrate that
the investment of staff and funds into the program
is making a difference, which can also help to fund
expansion of the program.

Becomes the basis for making decisions

about future program improvements and
directions
The written program should be carefully examined
and verified through documentation. If the document
has been written but not implemented, that fact
becomes evident as the evaluation process unfolds.

Competency-based school counseling programs

provide an answer to the question How do students
benefit from school counseling programs? The
student is the primary client and the program
is evaluated on the competencies (knowledge,
skills, and attitudes) that the students acquire. An
evaluation design is driven by key questions asked
by stakeholders and program developers and
implementers, such as the following:

Counselors and administrators will use the results

to make modifications to the program and to
compare the implemented program with the program
standards. Administrators and policy makers will
utilize the evaluation to make decisions about the
content, quality, and effectiveness of the services
and to allocate financial and staffing resources for the
program. The evaluation results should be reported
to:

Does the school district have a written comprehensive school counseling program?
Does the program meet the program
standards?

Students, parents or guardians, and teachers

who have been recipients of the program

Is the program being fully implemented?

To what extent are the program design plan
and implementation strategy achieving the
objectives?

Counselors and others involved with the

implementation of the program
Administrators, superintendents, and school
board members who administered or set
policy for the program

Have students become competent in the

content areas?
Evaluation is a process that begins with the
development of questions to be answered by the
evaluation and ends with making and acting on
the recommendations generated by the findings.

Financial or personal supporters of the

program

38

is based on roles and related competencies needed

to implement the school counseling program. The
evaluative instrument should be tailored to fit
the local program and the designated roles and
responsibilities of the counselors and other student
development personnel.

Standard Fifteen:
School Counselor Competencies
Performance standards are
developed and based on program
management and implementation and
used as a basis for the counselor job
description and evaluation.

Counselor performance evaluation is critical to

the improvement and maintenance of the school
counseling program. A primary use of the counselor
performance evaluation is to identify competencies
that are strong and those that need strengthening,
with the latter becoming targets for professional
growth plans. A counselors performance evaluation

A good performance evaluation should include

quantitative and qualitative performance
expectations: what you were expected to do, when
you were expected to do it, how you were going to
do it, and what were the results. Counselors do not
need to be evaluated on everything they do, but
four or five priority areas could be emphasized.

39

Chapter 6

As directions change for the school counseling

program, the school district will need to examine
the job descriptions of each of the program
personnel: professional, paraprofessional, and
clerical. These job descriptions need to be updated
School counselors should be evaluated on tasks to reflect the priority activities and competencies
required to operate the school counseling program. required of each person delivering services. The
Many districts have a standard evaluation system performance evaluation procedures for these same
for instructional staff that includes counselors. To personnel may also need to be revised so that the
effectively evaluate counseling staff, the school performance of counseling personnel is judged by
counselors job description should be written the knowledge, skills, and competencies needed to
directly from the tasks required to operate the perform service functions, as opposed to functions
school counseling program. The certification and job required for classroom instruction.
descriptions of school counseling personnel should
Steps for designing a counselor evaluation
match the counseling, consultation, curriculum, and
coordination activities required by the program. Also, In September 2008, ASCA released an updated
the methods and instructions used for performance list of school counselor competencies. The
evaluation should match the job description. Common competencies include skills, knowledge, and
job responsibilities of a fully certified counselor attitudes organized by foundation, management,
delivery, and accountability. These competencies
include the following areas:
have been identified as those that will equip new
Program management
and experienced school counselors with the
skills to develop and maintain a comprehensive,
Guidance
developmental,
standards-and-results-based
Counseling
school counseling program. Counselors can use
Consultation and referral
this list of competencies as a checklist to selfevaluate their own competencies and, as a result,
Curriculum
develop their professional development plan.
Coordination
Administrators, along with the counselor, can
Professionalism
use the competencies to develop a performance
Accountability
evaluation.

Counselors and their administrators should decide what the priorities are and write the counselor performance
standards in measurable terms. For example:
Counselor standardThe school counselor uses student data to support decision making in designing effective
school counseling programs and interventions.
Performance indicators for the effective school counselor should include the following:
1. Develops a MEASURE by using data from the school improvement plan for the current school year that
shows baseline data and goals for improvement
2. Uses graphs and tables to display results in the SPARC (results report) to submit to the principal by the
agreed upon deadline
3. Shares SPARC with stakeholders
The MEASURE in this instance would provide the evidence that this competency was met.
The full list of competencies can be downloaded from the American School Counselor Association
Web site at www.schoolcounselor.org, specifically at School Counselor Performance Standards
www.ascanationalmodel.org/content.asp?pl=33&sl=35&contentid=35.

40

Developing or Revising
Your District/School
School Counseling Program

Floridas School Counseling Framework is continually updated as a model for districts and schools to use
in restructuring their school counseling programs. The Framework represents a commitment to ensure
a more consistent approach to school counseling services throughout the state. Most school counselors
feel that their programs need improvement but have expressed frustration because of the time it takes
to plan and implement a new, improved program. They feel they are already overburdened with student
case loads, administrative tasks, and other non-guidance duties. It takes time to develop a new program
while continuing to operate the current one. Administrators must allow ample time to plan the program
and involve all stakeholders in its initial development and ongoing improvement.
This framework encompasses program standards that are considered nationwide to represent high
quality, successful school counseling programs. After evaluating the current program, priorities can be
reestablished and a revised program planned. As you review your existing program, identify elements
that may already be in place, examine others that may need to be revised, and still others that may be
missing altogether.
The program development and implementation process consists of five phases. Although these phases
are listed sequentially, the planning process should be seen as flexible. You will need to go back and
forth between the steps. Eventually, all tasks need to be completed to fully implement a comprehensive
school counseling program.
Following this five-step process will aid in the development of a coherent and well-organized program;
however, it is important that local needs and circumstances be identified and taken into consideration.
For example, a comprehensive school counseling program may be quite different in a large, urban Miami
high school than in a small, rural high school in Union County. Some districts or schools may already
have incorporated significant elements of a comprehensive program, while others may be just initiating
the effort. Existing available resources may significantly affect the way the program is developed and
implemented. This process can be used by districts to develop the district school counseling program,
and using the same process, schools can tailor the district program to meet their schools specific needs.
These steps are included even though all 67 districts are reporting that they have a written plan/program.

41

Organize

Form Committees
Establish a commitment to action
Develop a mission statement

Plan

Select program goals and standards

Assess school and student needs
Assess the current program
Identify desired student competencies
Identify need versus resource gaps
Establish priorities

Design

Determine program content and processes

Specify student competencies and indicators
Identify program interventions and services
Assign program components
Write the plan
Design an action plan for implementing the new
program

Implement

Initiate program components

Provide staff development for service providers

Evaluate

Formulate questions to be answered by

evaluation
Design the evaluation strategy
Modify the program based on evaluation data

42

program. Each district has a written school

counseling program. Schools should take this
program and write their specific goals to reflect
the needs of the students and school. Goals
should be meaningful and realistic, agreed to by
all stakeholders, measurable, complementary, and
indicate clear priorities. Legislation and Department
of Education initiatives can impact the counselor
role. The advisory council can help to examine
these mandates and recommendations to ensure
that program goals are relevant to current issues.

ORGANIZE
Form committees.
1. An advisory council should be established to set
program goals, provide support, offer advice,
assess the current program, and recommend
changes to the program. This committee should
be composed of administrators, counselors,
teachers, career specialists, parents or
guardians, and district representatives, as well
as community and business leaders.

Sample goals for school counseling programs may

2. A school counseling team should be formed to include the following:
assist with the program design, implementation,
1. The school counseling plan is approved
and overall guidance of the process for the
by the school board, implemented, and
program. This team serves as advisors to the
appropriate structures and procedures
program in areas such as curriculum content,
are in place to maintain, enhance, and
counseling services, program structure, and
evaluate the districts guidance program.
accountability. This team can review the School
2. School counseling program components,
Improvement Plan and prioritize areas that
including an organized curriculum and a
school counseling can impact. The team can also
systematic plan of interventions, will be
review student data and set goals that will impact
presented through both classroom and
student achievement and close the achievement
group activities in grades PreK-12.
gap.
A commitment to action must be secured from those
who hold positions of power and control in the district
and in the school. For example, the superintendent,
school board members, principal, head of the existing
school counseling program, and counseling staff
must support the fundamental idea of change and
the decisions needed to effect that change.

4. All students will be provided opportunities

to develop, monitor, and manage their
educational and career plans through a
structured, systematic planning system.

Develop a mission statement.

The mission statement should reflect the purpose of
the counseling program. Each school should develop
mission and values statements to reflect its particular
circumstances and needs.

Select program standards.

Program standards are based on the essential

components of a comprehensive program that
make up the structure, a delivery system of
PLAN
counseling activities and services, and the required
resources. This framework has identified standards
Select program goals.
that a school/district can use as a checklist to
Program goals represent concrete objectives toward develop its own programs. For planning purposes,
achieving the mission of the school counseling a Program Standards Checklist is included in

43

Chapter 7

3. A curriculum addressing academic

achievement, career development, personal/
social and community involvement/citizenship development will be revised to meet
current educational goals and workplace
needs.

Establish a commitment to action.

Chapter 7

Appendix F to assist in determining the status of

the standards listed in the framework.

When a needs assessment is conducted, some

formal announcement of the results and how they
are going to be used should be considered. This
Assess school and student needs.
could be in the form of a news release in the local
Once the program mission, standards, and student paper or radio announcements.
competencies have been established, the planning
team should make an assessment of school Identify desired student competencies.
and student needs. For example, the staff may Districts/schools should review the competencies
wish to develop and implement a program with a listed in this framework, your current student
developmental focus; however, an assessment development competencies, and the results from
of the school and students may reveal epidemic any needs assessments. The school counseling
proportion crises in numerous areas of student program should impact student knowledge, attitudes,
needs and school environment. The assessment values, and behaviors. To specify the nature of this
data will help the staff develop realistic expectations, impact, student competencies and student outcome
time lines, and strategies to move the school indicators must be identified. Focusing on outcomes
and its students from crises to the point where it versus process variables allows staff to answer the
benefits from a developmentally focused program. question: Is the program producing the desired
Needs assessments with student and staff surveys results for the students? It may be necessary to
are useful also for this purpose. Sample parent, add competencies that fit the needs of your students
student, and teacher needs assessments based or school while some may need to be deleted or
on the standards and competencies listed in this combined. The school counseling team can share
framework are available in Appendix F.
their insights and perspectives to help consolidate
competencies that may be duplicative or similar and
Assess the current program.
then prioritize the remaining competencies.
The team should review the current school
counseling program. They can begin by answering Most districts have included the competencies from
the following questions. Is there a need to revise? the 2000 Framework. Those competencies are
Are there portions of the program that can remain? included in this update. Other areas have been added
Has any state or federal legislation been passed to reflect the national standards as well as state and
that will have an impact on the program? It is federal mandates.
important to identify the needs that should be Identify need versus resource gaps.
assessed. During this phase, the needs assessment
instrument should be developed. Decisions need The data from the needs and program assessments
to be made about whom you are going to survey. should identify gaps between what is and what
It is suggested that students, parents or guardians, could be. This data also permits an appraisal of
school staff, business and key individuals and the discrepancy between the current needs and
groups in the community be included. Counselors the resources (e.g., staff, space, materials, and
can help in assessing the program by writing all equipment) to address those needs. In the process,
of their current activities. A counselors log may be the team may identify some traditional duties that
useful in the documentation of these activities and should be discarded and discover new tasks and
the time spent on each. The current program profile responsibilities that must be assumed.
and the resource list must be carefully examined by Establish priorities.
the school counseling team for it is at this state in From these first seven planning tasks, the school
the planning that realistic appraisals must be made counseling team is in a position to establish priorities
of the current status and available resources in the
school/district.

44

in developing and implementing the program. The

team may create a prioritizing grid that helps staff
decide which desired program elements and services
should be implemented first and which can wait until
a later phase of development.

The curriculum that is delivered to students should

be developmental and sequential. There are
excellent district or commercial lesson plan guides
available that provide classroom activities by grade
level and according to student competencies and
indicators.

DESIGN

Assign program components.

The team must establish the important program

elements and assign a staff member to take
The results of the needs assessment marks the
the leadership for each area. It might involve a
beginning phase of this process. The components
significant amount of networking with teachers,
of the current program, the assessment results,
parents or guardians, and community/business
and this framework can be used to help structure
leaders, as well as active membership of the
or revise your school counseling program. Equally
School Advisory Council (SAC) and the School
important is the review of the School Improvement
Improvement Team (SIT). The planning team would
Plan and determining how counseling can impact
recommend that counseling be represented to the
student achievement. Data can be disaggregated
principal or other administrator in charge of these
to determine if all students are learning at the same
groups. Counselors would be held accountable for
rate.
accomplishing the objectives associated with the
Specify student competencies and indicators.
element they were assigned.
Student standards, competencies, and indicators are Write/revise the program.
included by grade level grouping in this framework and
Once the team has agreed upon or reviewed
can be used as a model. The indicators are samples
the current philosophy, mission, program goals,
so other indicators of success may be added.
student competencies, services/interventions,
Identify program interventions and services.
and staff responsibilities, they should put the plan/
The next step in the design process identifies program in writing. This would be integrated into the
interventions and services that can accomplish district plan and then be disseminated to a broad
the program goals as well as the student outcome group of representative stakeholders for reactions.
objectives. Tying specific services and interventions The team can then use the results to revise and
to specific objectives increases the likelihood of reformulate the program and maximize support
achieving the desired outcome. Too often in the past, and stakeholder cooperation.
traditional guidance programs have taken a shotgun
Design an action plan for implementing the
approach by offering many well-intentioned services
new program.
to address vaguely stated or nonexistent objectives.
It is not surprising that these programs were unable Finally, the counseling team should sketch out
to evaluate the impact of their services. Careful an implementation plan that specifies steps and
attention to this step allows a program to maximize time frames for moving from the current program
its impact by focusing its valuable (but typically to the new improved counseling program. It will
limited) resources on a limited and predetermined probably require a three-to-five-year time frame
set of objectives. The key here is determining to during which to fully implement the new program.
which needs or objectives the program says yes, Thus, the transition plan may specify both shortterm and long-term objectives and how they are to
and to which it says no!
be implemented over the course of the anticipated
transition time frame.
Determine program content and processes.

Chapter 7

45

IMPLEMENT

EVALUATE

Chapter 7

Initiate program components.

Everyone in the school system must be held accountThe next step is to actually install the initial program ableregardless of whether it is math teachers in
components. These should be the ones that are the classroom or counselors using interventions
the most central to the programs mission, hold the that help students to score higher on the FCAT
greatest promise for measurable impact, and draw take more rigorous courses, or develop career and
education plans. To evaluate school counseling
upon the staffs greatest strengths.
programs, attention must be given to the design of
Provide staff development for service
the school counseling program, the effectiveness of
providers.
the services and interventions, and the competency
A variety of stakeholders will participate in the of the personnel delivering the interventions.
delivery of interventions and services. Training Results Reports
is critical to implementing the new improved
Reports of the results help answer the question,
program. The majority of the training provided
How are students different as a result of the
to student development personnel is focused
program, lesson, and/or activity? The ASCA model
on the counseling, assessment, coordination, describes the Results Report as a method to
and consultation competencies they need to ensure that programs are carried out, analyzed for
implement program activities. Training for student effectiveness, and changed and further improved as
development personnel should be balanced needed. The student results data are collected for
between information on policy and program activities outlined in action plans. The goal is to show
procedures and more comprehensive training to change in student behavior and student learning.
develop the skills needed to perform the functions Sharing these results with stakeholders serves as
required to reach identified student outcomes.
an advocacy tool for students and the program.
Training plans to support the program and The programs must address whatever interferes
personnel should be multi-year plans that take with a students ability to learn, to succeed, and to
into account new program personnel and the need participate in the learning process.
for experienced personnel to refresh their skills. Data collection occurs both before and after the
These should not be stand-alone plans but rather a counseling intervention or activity. The data should
part of the overall school district staff development show what worked and what did not so that changes
plan. They can be developed in partnership with or improvements can be made to the program. Data
local colleges and universities that have training collection can occur at three different intervals.
programs related to student development and,
Short-term provides immediate evaluation
in some cases with, the Florida Department of
of the activity; for example, pre- and postEducation.
tests.
Intermediate occurs over a longer period
One example of training would be in the area of
of time as a benchmark of progress; for
accountability. Counselors need the skills in using
example, progress reports and grading
data to show how their programs impact student
periods.
achievement.
Long-term occurs over an extended period
and measures the activitys overall results
for students, such as graduation rates or
improvement in FCAT scores.

A sample Guidance Curriculum Results Report

(ASCA National Model) is included in Appendix F.

46

Impact of the School Counseling Program Over to design counselor evaluation that includes the
Time
competencies, but the indicators may be more
As we move to a new era of school reform, counselors specific and measurable. It is recommended that
must learn to identify, disaggregate, and analyze administrators evaluate school counselors every
the data so that they can recognize the barriers to year. An evaluation should include individual
learning and advocate for systems change. Chapter comments as well as a rating system for how
six details a process, MEASURE, which can be used well the school counselor is meeting required
to state the baseline data, the goal for improvement, performance standards.
and the strategies to move the data in a positive
direction. MEASURE involves collaboration of all
stakeholders, but the activity is coordinated by the
counselor.

Evaluation data should be a feedback loop that

relates back to the organizing, planning, designing,
and implementing steps of program development.
For example, data may reveal that some important
goals are not being achieved at the desired level.
The counseling program staff should carefully
review this data. Committed stakeholders will then
advance proposals to help attain the program goals
at desired levels. Such a process keeps the program
reality based and continually searching for ways
to deliver the goals in an efficient, competent, and
satisfactory fashion.

Documenting baseline data prior to designing

interventions or activities provides information
needed for data-based decision making. Each year
data can be charted to show the growth or change
in the critical data element. In reviewing impact over
time the following data elements can be analyzed:

All districts have a written school counseling

program, but for it to be fully implemented, each
school must personalize that program to meet
its needs. While those steps to develop a school
counseling program have been included in this
chapter, please see the Program Standards
Checklist included in Appendix F for counselors
to make the district program fit the needs of their
school.

School Counselor Performance Standards

School counselors are evaluated in the areas of
program implementation, program evaluation, and
professionalism. Districts/schools should ensure that
counselors are not evaluated using an instrument
designed for teachers or resource professionals. See
the School Counselor Performance Appraisal Form
in Appendix F for more information on counselor
competencies and those recommended by ASCA.
Those competencies can be used as a starting point

47

Chapter 7

Student demographics: enrollment, gender,

ethnicity, grade level
Academic achievement: standardized test
scores, GPA, dropout rates, graduation
rates, promotion rates, course enrollment
patterns, dual enrollment
Career development: students enrolled in
work experience; job shadowing, career and
education plans
Personal/social development: climate survey
results, substance use and abuse statistics,
attendance/suspension/expulsion data
Family involvement: Family members
attendance at evening activities, workshops,
and conferences/meetings

Scope and Sequence

School Counseling Program

The purpose of the counseling and student development curriculum is to systematically assess students as
they develop the skills they need to enhance their academic achievement, career development, personal/
social development, and community involvement. The curriculum should be designed to help students
acquire age appropriate knowledge and skills within the scope of the following student standards:
1. Students will acquire the knowledge, skills, and attitudes that contribute to school
success and lifelong learning.
2. Students will acquire the academic preparation necessary to choose from a wide range
of educational, training, and employment options upon completion of secondary school.
3. Students will acquire the self knowledge necessary to investigate the world of work and
make informed career decisions.
4. Students will use strategies for career and education planning.
5. Students will develop the skills to understand and appreciate themselves and others.
6. Students will identify and utilize processes to set and achieve goals, make decisions,
and solve problems.
7. Students will develop the knowledge and skills to become contributing citizens in a
multicultural society and global community.
Sequence of a School Counseling Program
The student standards listed above are what students should know and be able to do as a result of
participation in the school counseling program. The following pages show how these standards can
be addressed at grades PreK3, 45, 68, and 912. Domain, standard, competency, and indicators
organize the curriculum. The indicators are sequenced by grade level groupings and are provided as
examples of what the student should be able to do to master the competency. These are considered
important examples, but there may be other indicators you want to add.
Standard
Standards are those statements that provide a description of what students should know and be able to
do at the highest level of expectation. Standards specify the level or rate of performance the student will
achieve against a particular competency or set of indicators.
Competency
A competency is a specific goal for students to achieve in the domains of academic, career, and personal/
social development, as well as community involvement.
Indicator
An indicator is a description of the specific abilities, knowledge, and skills that individuals develop to
achieve a specific competency.

49

Grades PreK12 Standards, Competencies, and Sample Indicators

Academic Development

Standard:
Competency:

Sample Indicators

PreK3

45

68

1.1 Improve academic self-concept

Display pride in work and achievement

Describe strengths and weaknesses as a learner

Demonstrate a positive attitude about self

Demonstrate awareness of what contributes to an accurate self-concept

Describe strengths and limitations

Review information, feelings, and accuracy the student expresses about self

Demonstrate understanding of how their school performance contributes to their

self-concept

Understand the importance of individual effort, hard work, and persistence

Accept mistakes as part of the learning process

Describe individual strengths and how to remediate or compensate for

weaknesses

Articulate feelings of competence and confidence as learners

Accept mistakes as essential to the learning process

Demonstrate self-advocacy to acquire positions of responsibility

Chapter 8

912

1. Students will acquire the knowledge, skills, and attitudes that contribute to
school success and lifelong learning.

50

Grades PreK12 Standards, Competencies, and Sample Indicators

Academic Development

Competency:

Sample Indicators

PreK3

45

68

912

1.2 Develop the skills and attitudes for improving effectiveness as a learner

Listen to and engage in learning tasks

Follow teacher model for organizing materials, supplies, and belongings

Follow teacher model for planning, organizing, and producing work within a given
time frame

Ask for help when needed

Describe classroom rules and why they are important

Articulate and apply strategies to improve self-performance

Demonstrate time management and organizational skills

Apply study skills necessary for academic success

Become aware that success and failure are parts of life and learning

Follow school rules and procedures

Organize materials, supplies, and belongings independently

Evaluate study skills and test-taking abilities

Articulate and apply strategies to improve self-performance

Describe and demonstrate improvement in study skills and test-taking strategies

Behave responsibly by following class and school expectations

Demonstrate appropriate physical, verbal, and emotional behavior in a school

setting

Apply time-management and task-management skills

Apply knowledge of learning style to positively influence school performance

Apply effective study skills

Attend school regularly and arrive on time

Apply the study and homework skills necessary for academic success

Identify the requirements necessary for each grade level classification and for
high school graduation

Chapter 8

51

Grades PreK12 Standards, Competencies, and Sample Indicators

Academic Development
Standard:
Competency:
PreK3

2. Students will acquire the academic preparation necessary to choose from

a wide variety of educational, training, and employment options upon
completion of secondary school.
2.1 Manage an educational and career plan to achieve goals

Describe a plan and why it is helpful in daily life

Describe planning they do at home and school

Develop plans for specific activities

Describe how planning enhances their lives

Explain the importance of planning and preparing for potential careers in the
world of work

Develop plans for specific activities

Articulate what they want to be when they grow up

Demonstrate skills needed to develop a high school educational plan based on
ability, interests, and achievement

45

Sample Indicators

68

Chapter 8

912

Develop portfolio in Florida Choices, explore occupations, and select career

cluster of interest

Describe Major Areas of Interest and how they are used in planning high school
programs of study

Develop an ePersonal Education Planner (ePEP) in FACTS.org that includes a

four-year high school program of study and Major Area of Interest

Demonstrate the responsibility for actions to ensure a successful transition from

middle school to high school

Update ePEP annually for changes in Major Area of Interest and other course
work

Complete value assessment and reaffirm career goals in Florida CHOICES by

10th or 11th grade

Establish challenging academic goals and course work in high school

Apply knowledge of interests and aptitudes to goal setting

Use standardized test (FCAT, PSAT, PLAN, SAT, ACT) results in educational
planning

Use problem-solving and decision-making skills to assess progress toward

educational goals

52

Grades PreK12 Standards, Competencies, and Sample Indicators

Career Development
Standard:
Competency:

Sample Indicators

PreK3
45

68

912

3. Students will acquire the self knowledge necessary to investigate the world
of work and make informed career decisions.
3.1 Develop self-knowledge through experience and exploration

Describe their likes and dislikes

Take turns helping with simple classroom jobs and describe what they like and/or
dislike about the tasks

Demonstrate skills in getting along with others, working in groups, and taking
responsibility for actions

Complete an interest assessment that matches results to career clusters

Examine skills and identify areas for improvement

Integrate personal growth and change into career decision making

Develop a positive attitude toward school and work by understanding the

importance of responsibility, dependability, integrity, and work ethic

Complete assessments in areas such as interests, values, skills, and abilities

Apply knowledge of personal abilities, skills, interests, values, and motivations to

future goals

Visualize a dream or goal, verbalize it, and make appropriate plans to achieve it

Chapter 8

53

Grades PreK12 Standards, Competencies, and Sample Indicators

Career Development

Competency:

3.2 Understand self in the world of work

PreK
3

Sample Indicators

45

68

912

Sample Indicators

Chapter 8

Competency:

Identify jobs they think they may be interested in doing when they grow up
Recognize that all careers are acceptable to any gender
Identify similarities and differences between school and outside activities
Identify school subject matter as related to potential careers
Perform classroom job responsibilities independently
State job roles and functions of workers in the community
Identify issues of gender and ethnicity in the workplace
Identify issues of discrimination in the workplace
Connect outside interests to school experiences
Describe how behaviors such as punctuality, courtesy, proper dress and
language, and hard work are essential to success in the job market
Describe skills needed to be successful in school and the workplace
Learn to understand and respect individual uniqueness in the workplace
Describe how the changing nature of work requires adaptability, lifelong
learning, and acquiring new skills
Describe the relationship between personal qualities, education and training,
and the world of work
Describe how career plans may be affected by personal growth, external
events, and changes in motivations and aspirations
Demonstrate adaptability and flexibility when initiating or responding to change

3.3 Understand the relationship between work, society, and the economy

PreK3

List different jobs/workers and their contribution to the community

45

Identify the importance of all work that contributes to society

Describe the importance of work to society

Give examples of how technology has changed the workplace

Describe economic contributions workers make to society

Understand the global economy and how it affects career decision making

Identify changes in local, national, and global employment trends; societal needs;
and economic conditions related to career planning

Know the rights and responsibilities of employers and employees

Recognize how principles of equal opportunity, equity, respect, and fairness affect
career planning and management

68

912

54

Grades PreK12 Standards, Competencies, and Sample Indicators

Career Development

Standard:
Competency:
PreK3

Sample Indicators

45

68

912

4. Students will use strategies for career and education planning.

4.1 Learn to analyze factors that impact career decision-making and education
plans
Identify ways that learning and jobs are connected

Identify ways that interests/hobbies and jobs are connected

Describe quality of life and factors that influence it

Recognize that work/career choices are influenced by interests and abilities

Identify the relationship of course content, educational achievement, and career

choice

Identify personal preferences, skills, and interests that influence career choices
and success

Understand the effect of career choices on quality of life

Demonstrate understanding of the education and training needed to achieve

career goals

Demonstrate awareness of the impact parents or guardians/family may have on

career decision making

Identify economic conditions that may affect career plans

Describe supply and demand as related to workers and occupations and how that
may impact job availability

Describe examples of how chance might play a role in career decisions

Give examples of how factors related to geographic mobility may influence career
decisions

Give examples of compromises or sacrifices one may have to make in career

choices

Describe how gender, family, life roles, and socioeconomic background can
influence career choices

Determine the values that impact career planning in terms of family, community
involvement, work, and leisure

Give specific examples of how biases and stereotypes (e.g., race, culture,
national origin, gender, disability, economic status, religion, sexual orientation,
etc.) may affect career decisions

55

Chapter 8

Grades PreK12 Standards, Competencies, and Sample Indicators

Career Development

Competency:
PreK3

Sample Indicators

45

68

Describe jobs that are present in the school

Describe work of family members and workers in the school

Describe jobs that are present in the local community

Identify and use career exploration sources of labor market information such as
Florida CHOICES, the Internet, newspapers, Occupational Outlook Handbook, and
other media

Identify that the information used for career decision making is from valid sources
and up-to-date

Identify various ways that occupations can be classified, such as clusters,

pathways, and interest areas

Describe the various ways in which occupations can be classified

Use career information systems, such as Florida CHOICES, labor market

information, the Internet, and other resources for career exploration

Identify career cluster(s) that match interests and abilities

Identify opportunities for self-employment or entrepreneurship in career planning

Describe the opportunities in traditional and nontraditional career choices

Chapter 8

912

4.2 Develop skills to locate, evaluate, and interpret career information

56

Grades PreK12 Standards, Competencies, and Sample Indicators

Career Development

Competency: 4.3 Experience the world of work

PreK3

Sample Indicators

45

68

912

Identify personal hobbies and interests

Perform classroom job responsibilities independently

Identify and describe responsibilities/jobs at home

Demonstrate positive behaviors and skills when performing classroom jobs

Practice using technology to solve problems related to home, school, community,

and workplace

Demonstrate skills and qualities in school that are used in the workplace, such as
critical thinking, problem solving, technology literacy, interpersonal skills, honesty,
dependability, work-related communication, customer service skills, adaptability,
punctuality, and managing conflict

Conduct interviews with school and community workers

Demonstrate attainment of general employability skills and personal qualities
needed to be successful in school and employment

Prepare a resume, complete a job application, and prepare for an interview

Participate in a job shadowing activity in school or community

Develop skills to interact and work cooperatively with different people

Participate in a student organization directly related to program of study as an

integral part of classroom instruction

Chapter 8

57

Grades PreK12 Standards, Competencies, and Sample Indicators

Personal and Social Development

Standard:
Competency:
PreK3

5. Students will develop the skills to understand and appreciate themselves

and others.
5.1 Acquire self-awareness and self-acceptance

List five personal characteristics

Name three things student likes about self

Develop self-advocacy skills, such as resiliency, responsibility, caring, and

trustworthiness
State strengths as a learner, friend, and family member

Sample Indicators

45

68

Demonstrate understanding of how school performance contributes to selfconcept

Analyze how relationships with others have affected/affect self-concept

Become aware of some of beliefs and describe how they contribute to selfconcept

Recognize change is a part of growth

Demonstrate self-advocacy skills, such as resiliency, responsibility, caring, and
trustworthiness

Identify personal challenges

Demonstrate strategies for responding to challenges

Understand how growth and change may influence self-concept

Identify interests, values, motivations, skills, and abilities

Develop positive attitudes toward self

Identify strengths and weaknesses

Practice self control

Understand how growth and change may influence self-concept

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Grades PreK12 Standards, Competencies, and Sample Indicators

Personal and Social Development

Competency:

Sample Indicators

PreK3

45

68

912

5.2 Demonstrate positive interpersonal and communication skills

Develop communication skills in speaking, listening, and nonverbal behavior

Demonstrate ways to express thoughts and feelings

Describe characteristics of friendship

Interact and participate in group work

Acquire skills needed to cooperate, compete, and compromise with others

Identify strategies for making and keeping friends

Articulate the impact of actions and words of others

Demonstrate appreciation for individual differences in the classroom

Demonstrate positive behaviors to promote individual and group learning

Use communication skills in problem-solving situations

Communicate feelings through written and oral communication

Apply conflict resolution strategies

Communicate feelings through written and oral expression

Demonstrate awareness that people may react differently to the same situation

Use effective listening strategies in collaborative situations

Demonstrate awareness of the dynamics of group membership

Communicate as advocate for self and others

Demonstrate appropriate skills for interactions with adults

Develop and maintain positive peer relationships

Understand and practice self control

Develop and use effective communications skills, including speaking, listening,
and nonverbal behavior

Express personal thoughts and feelings, attitudes, and beliefs

Develop healthy relationships that include trust, respect, and caring

Demonstrate communication skills necessary for teamwork

Demonstrate effective skills for interacting with peers and adults

Chapter 8

59

Grades PreK12 Standards, Competencies, and Sample Indicators

Personal and Social Development

Competency:

Sample Indicators

PreK3

45

Chapter 8

68

912

5.3 Demonstrate skills for personal safety and self-care

Identify resource people in the school and how to seek their help

Demonstrate knowledge of personal information (e.g., telephone number, home

address, emergency contact)

Demonstrate awareness of the difference between appropriate and inappropriate

behavior

Differentiate between appropriate and inappropriate physical contact

Identify simple strategies for dealing with difficult situations

Identify and demonstrate coping strategies for handling differences

Recognize healthy and unhealthy choices

Describe situations where peers can positively and negatively influence actions

Demonstrate knowledge of personal information (e.g., telephone number, home

address, emergency contact) and how to protect it

Differentiate between appropriate and inappropriate physical contact

Identify school safety rules and why they are necessary

Demonstrate skills for coping with interpersonal and intrapersonal pressures

Describe causes of stress and appropriate ways to manage stress

Recognize the harmful effects of chemical misuse

Identify strategies for dealing with peer pressure

Demonstrate knowledge of personal information (i.e., telephone number, home

address, emergency contact)

Identify the differences between appropriate and inappropriate physical contact

Demonstrate behavior that follows school rules and safety procedures

Utilize coping strategies in middle school adjustment

Identify and manage sources of stress

Explain the effects of positive and negative peer pressure

Access support groups in middle school

Demonstrate the ability to identify and protect personal information

Differentiate between appropriate and inappropriate methods of resolving conflicts

Identify and manage sources of stress

Demonstrate coping skills to deal with problems

Recognize and generate assertive responses to peer pressure

Differentiate between appropriate and inappropriate physical contact

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Grades PreK12 Standards, Competencies, and Sample Indicators

Personal and Social Development

912

Standard:

Differentiate between situations requiring peer support and those requiring adult
or professional help

Understand the importance of lifelong physical fitness, acceptance of physical

appearance, and good nutritional choices

Describe the dangers and consequences of substance abuse

Identify positive and negative effects of peer pressure

6. Students will identify and utilize processes to set and achieve goals, make
decisions, and solve problems.

Competency: 6.1 Acquire skills for goal setting, decision making, and problem solving

Sample Indicators

PreK3

45

68

Define what goals are and why people set them

Become aware of choices and decisions

Describe process for making decisions and solving problem

Identify ways to contribute to class goals

Become aware that some decisions can be changed while others cannot

Become aware that some choices are made for one and some choices one
makes for himself or herself

Distinguish between short-, intermediate-, and long-term goals

Identify and apply the decision-making steps in making a personal decision

Apply self information in setting goals, making decisions, and solving problems

Describe how their beliefs contribute to their decisions

Distinguish between short-, intermediate-, and long-term goals

Identify the decision-making steps to make a personal decision

Demonstrate ability to set priorities

Identify factors that might interfere with achieving goals

Assess ability to achieve past goals and integrate this knowledge for the future

Evaluate some personal decisions

Accept responsibility for decisions

Formulate a process for solving personal, interpersonal, and/or other problems

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Chapter 8

912

Grades PreK12 Standards, Competencies, and Sample Indicators

Personal and Social Development

Competency:
PreK3

6.2 Demonstrate the ability to use skills for goal setting, decision making, and
problem solving

Identify a personal goal related to school

Identify a problem or decision that needs to be made and explore possible
solutions
Identify a problem or decision that needs to be made and explore possible
solutions
Describe skills necessary for making decisions and choosing alternatives
Demonstrate understanding of personal strategies for problem solving

Set realistic short-term and long- term goals

Apply self information in setting goals, making decisions, and solving problems
Demonstrate understanding of personal strategies for goal setting, decision
making, and problem solving
Identify a personal or school-related problem and explore alternative solutions
Evaluate possible consequences of each solution

Evaluate the importance of setting realistic goals and striving for them

Apply self information in setting goals, making decisions, and solving problems
Demonstrate understanding of personal strategies for goal setting, decision
making, and problem solving

Sample Indicators

45

68

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62

Grades PreK12 Standards, Competencies, and Sample Indicators

Community Involvement and Multicultural/Global Citizenship Development

Standard:
Competency:

Sample Indicators

PreK3
45

68

912

7. Students will develop the knowledge and skills to become contributing

citizens in a multicultural society and global community.
7.1 Develop and volunteer in community service projects

Explore and define school and town communities

Identify volunteer services within the community

Explore volunteer services and opportunities within the community

Identify service activities in the school/community

Demonstrate leadership in elementary school activities

Investigate opportunities for volunteer work in school and community

State opportunities for service projects in school and community

Demonstrate leadership in middle school activities

Investigate opportunities for volunteer work in school and community

Participate in school extracurricular and service projects/activities

Identify and participate in volunteer opportunities to enhance academic and career

goals

Volunteer in activities to complete 75 hours of community service for Bright Futures

Scholarship

Demonstrate evidence of leadership and responsibility in school and community

Chapter 8

63

Grades PreK12 Standards, Competencies, and Sample Indicators

Community Involvement and Multicultural/Global Citizenship Development

Competency: 7.2 Demonstrate acceptance and respect for cultural and ethnic diversity
Identify similarities and differences between self and others
PreK3

Sample Indicators

45

68

Describe customs of various cultures, including own

Recognize that there are different languages

Demonstrate appreciation for similarities and differences

Identify different cultures that add to the diversity of the community

Be aware of conflicts resulting from culture-related beliefs and biases

Evaluate how stereotyping affects them and their relationships with others
Demonstrate awareness of cultural uniqueness

Define the importance of interdependence and cooperation for living in a society

Accept others as individuals and as members of a culture

Analyze similarities/differences among various cultural groups

Analyze conflicts resulting from culture-related beliefs and biases

Evaluate how stereotyping affects self and relationships with others

Recognize, appreciate, and respect individual differences, alternative points of
view, ethnicity, culture, race, religion, and lifestyle

Demonstrate respect for own culture and cultures of others

Recognize that everyone has human rights and responsibilities

Manage conflicts resulting from culture-related beliefs and biases

Evaluate the impact of stereotyping

Chapter 8

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64

Problem Solving and

Response to Intervention
(PS/RtI)

Problem Solving/Response to Intervention (PS/RtI) is a process by which professionals from different

disciplines identify desired replacement behaviors (e.g., improve fluency, increase academic engaged time,
improve prosocial skills) and use data to develop and evaluate intervention plans that significantly improve the
performance of students. The problem-solving process is applicable to all levels: the student, classroom, and
school or district level. Problem solving is designed to maximize student performance, ensure accountability,
and evaluate outcomes. The Problem-Solving Process includes four steps: problem identification, problem
analysis, intervention development, and intervention evaluation. The fourth step, intervention evaluation, is
the degree to which a student actually responds to that intervention (or, RtI).

Problem Solving Model

Problem Identification
Whats the problem?

Response to
Intervention

Problem
Analysis

Is it working?

Why is it occurring?

Intervention Design/Implementation
What are we going to do about it?

65

Chapter 9

Response to intervention (RtI) is referenced in the No Child Left Behind (NCLB) Act as well as in the Individuals
with Disabilities Education Act (IDEA) reauthorization of 2004. Response to Intervention is the practice of
providing high quality instruction/intervention matched to students needs and using level of performance
and learning rate over time in order to make important educational decisions to guide instruction (National
Association of State Directors of Special Education, 2005). The ultimate goal of this process is to provide a
high quality education for all students. The use of RtI, as the fourth step in the larger problem-solving model, is
crucial in the systematic evaluation of all students and for fostering positive student outcomes through carefully
selected and implemented interventions. Problem Solving/Response to Intervention is used to assist schools in
identifying students who may require more intensive instructional services and/or be eligible for an exceptional
student education program.
The RtI triangle is a blueprint that schools can use to implement interventions delivered at increasing levels
of intensity (time and student/teacher ratio) to identify the conditions under which a student can be successful.
Core instruction (Tier 1) is the least intense intervention with supplemental (Tier 2) and intensive interventions
for students still experiencing difficulty (Tier 3) increasing in both time and focus of the intervention.

Academic Systems

Behavioral Systems

Tier 3: Intensive, Individualized

Interventions
Individual or small group intervention

Tier 3: Intensive, Individualized Interventions.

Individual or small group intervention
Tier 2: Targeted, Strategic Interventions &
Supports
More targeted interventions and
supplemental support in addition to
schoolwide positive behavior program

Tier 2: Targeted, Strategic

Interventions & Supports
More targeted interventions and
supplemental support in addition to
the core curriculum

Tier 1: Core Universal Instruction &

Supports
General support provided to all
students in all settings

Tier 1: Core Universal

Instruction & Supports
General instruction provided
to all students, including
students who require
curricular enhancements
for acceleration

66

The Problem-Solving/RtI model requires specific skills to implement the model. Educators must be able to:

Identify replacement behaviors or goals accurately for academic (e.g., Next Generation Sunshine
State Standards, District Student Progression Plan) and behavior (e.g., grade/age appropriate
prosocial skills that support academic competence) concerns
Assign effective research-based interventions that match the need and desired outcome
Make use of technology (e.g., Progress Monitoring Reporting Network, Schoolwide Information
System) to manage, display, and disseminate assessment data
Interpret assessment data to determine student needs and the impact of interventions on those
needs
Use data-based decision making to determine levels of response to intervention (which may include
eligibility when appropriate)
Problem solving and RtI are designed to maximize achievement for all students through the use of frequent
data collection to monitor student performance. The use of the problem-solving model can lead to early
identification of students at risk and to the development of early intervention strategies to process student
needs. For continually updated professional development resources and implementation tools, please visit
Floridas RtI Web site at www.florida-rti.org.

67

Chapter 9

Use student-centered data to identify needs and assess the impact of academic and/or behavior
instruction/intervention (e.g., tools, such as Curriculum-based measurement [CBM], content area
assessments, classroom observations, and office discipline referrals)

10

Students with
Special Needs

Who are students with special needs?

Acronyms and Abbreviations

Students with special needs are those who require

accommodations, modifications, special assistance,
and/or additional support services to succeed in
their programs and successfully transition from
school to adult life. Students with special needs
include:

ADAAmericans with Disabilities Act

APDAgency for Persons with Disabilities
DBSDivision of Blind Services, Department of
Education
DVRDivision of Vocational Rehabilitation,
Department of Education
EPEducational Plan
ESEExceptional Student Education
ESLEnglish as a Second Language
ESOLEnglish for Speakers of Other
Languages
FAPEFree Appropriate Public Education
FEEAFlorida Educational Equity Act
FDOEFlorida Department of Education
IDEAIndividuals with Disabilities Education
Act
IEPIndividual Educational Plan
LEPLimited English Proficient
504Section 504 of the Rehabilitation Act

Students with disabilities who have been found

eligible under IDEA or Section 504
Students who are academically disadvantaged
Students who are economically disadvantaged
Students with limited English proficiency
(protected by Title VI of the Civil Rights Act)
Students receiving gifted services
Students who are parents
Students who are pregnant
Students preparing for nontraditional training
and employment
Students from diverse cultural backgrounds
Students in juvenile justice or other correctional
programs
Students at risk of dropping out of school
Students with other barriers to educational achievement
Students who are identified as being in foster care

The IDEA addresses programs and services for students with disabilities who need special education
and related services in order to receive a free appropriate public education. Students with disabilities
are eligible for services under IDEA from age 3 until they turn 22, or until they graduate with a standard
diploma. IDEA applies to the smallest group of students with disabilities, and is the most rigorous in its
requirements.
Some students with disabilities who are not eligible under IDEA may be eligible for accommodations
or other services or supports under Section 504 of the Rehabilitation Act of 1973. Section 504 bars
discrimination on the basis of disability and ensures that educational programs that receive federal
financial assistance are accessible to all students, including students with disabilities. Section 504 applies
to a wider range of students with disabilities, including those covered under IDEA, but is less prescriptive
in its requirements.

69

Making connectionsWho are our partners?

The ADA applies to students and employees,

and bars discrimination on the basis of disability
by most entities that serve the public, whether or
not federal financial assistance is at issue. The
requirements are very similar to those of Section
504.

Students with special needs may participate in

a variety of programs and be served by many
different individuals. Teachers, school counselors,
administrators, support personnel, families,
business/industry partners, and agency staff all
share responsibility for helping each student plan
his or her future and make that future a reality.
For a student to be successful, the many different
individuals in that students network of support
must communicate and work collaboratively. This
collaboration increases the likelihood that the
student will actively participate in many different
experiences (both on and off campus) needed
to develop critical career development skills. It is
important for school counselors to work closely
with these partners, including but not limited to:

Chapter 10

Why is it important to include ALL students

in comprehensive student development
programs and make special efforts to reach
students with special needs?
School counselors are responsible for serving all
students and helping each student reach his or her
goals based on individual interests, preferences,
and aptitudes. All students benefit from quality,
comprehensive career development programs
that provide the experiences students need to
successfully transition to adult life as productive
citizens. However, some students need extra help
or special accommodations to actively participate
in and benefit from career development programs.
Also, some students with special needs, served in
special programs or classes, may not be in the
"right class at the right time" (i.e., the class where
the career development activities are taking place).
So, it is important for school counselors to take
steps to connect with other personnel to ensure
that students with special needs participate in the
comprehensive student development program
and define roles and responsibilities clearly so that
each staff member can contribute to the program
effectiveness based on his or her strengths and
experiences.

TeachersESE, career and technical, academic, Dropout Prevention, Juvenile Justice, ESOL
ESE transition specialists and related services
providers
Career specialists
ESL specialists
Juvenile Justice staff
Vocational Rehabilitation counselors
APD Support coordinators
Division of Blind Services counselors
Social service and community agency
representatives
Workforce Development board representatives
Parents
What are strategies for ensuring that
students with special needs are included
in comprehensive student development
programs?

School counselors need to continue to be aware

of and strive to ensure that the rights of all
students are respected to maximize their potential
in an environment that supports and encourages
growth and development of the person. School
counselors have the responsibility of ensuring
that the special needs of all students are met.
School counselors should not recommend lesser
participation for students with special needs than
for any other student with similar interests and
abilities.

School district and local school policies and

procedures describe how these programs will
include ALL students.
School counselors participate in in-service
activities to develop and strengthen skills in
meeting the needs of individual students with
special needs.

70

 Use real-life examples that are relevant to

students.
Provide opportunities for small group activities.
Use peer tutors (peer mentors or the buddy
system).
Use cooperative learning techniques.
Provide opportunities for practicing new skills
in different situations.
Help students feel comfortable asking others
for assistance when needed.
Use strategies to build each students
confidence and self-esteem.
Use a variety of instructional strategies,
techniques, materials, etc.
Provide staff development opportunities to staff
who work with students with special needs.

General requirements for students in

ESE
Students with Disabilities. Students with
disabilities in exceptional student education have
a right to a FAPE as stated in IDEA. Students
with disabilities must have an IEP developed
and revised annually. The IEP documents the
students present level of academic achievement
and functional performance, including how the
students disability affects his or her involvement
and progress in the general curriculum or age
appropriate activities.
The IEP includes measurable annual goals,
including academic and functional goals, and
may include short-term objectives or benchmarks.
These goals are designed to meet the students
needs that result from the disability to enable the
child to be involved in and make progress in the
general curriculum and meet the students other
needs that result from the disability.* The IEP
also identifies the special education and related

What are strategies for ensuring that students

with special needs master student development
competencies?
Use a multi-sensory approach in all activities to
promote active learning.
Provide accommodations (including specially
prepared materials, interpreters, assistive technology) based on individual student needs.
Provide positive feedback for effort and
accomplishments.

* The IEP includes coordinated, measurable, annual IEP goals

and transition services that will reasonably enable the student
to meet the postsecondary goals.

71

Chapter 10

School counselors work closely with partners

serving students with special needs.
A variety of career development materials and
adaptive resources are used to meet the needs
of students of varying reading levels, learning
styles, and native languages.
Career development materials include examples
of individuals employed in nontraditional careers
and are diverse in terms of gender, ethnicity,
and disability.
Staff use appropriate person first language in
verbal and written communication/instructional
materials (e.g., student with specific learning
disabilities vs. a learning disabled student).
On-campus and off-campus activities include
role models representative of different genders,
ethnicities, and exceptionalities.
Accommodations are provided to ensure
that students are full participants in career
development activities (including sign
and language interpreters and assistive
technology).
Different teaching styles are used to match
students diverse learning styles.
Computer-aided instruction is used to match
students learning styles.
Activities and instruction lead students to their
career goals based on their interests, aptitudes,
and preferences.
Fully accessible facilities are used for all
activities.
Relevant information and training are provided
to appropriate staff (school counselors,
teachers, etc.).

Chapter 10

identifies the special education and related

services and supplementary aids and services
that are needed for the individual student.

Special Considerations for Students from

Diverse Cultural Backgrounds

Beginning at age 14, the IEP team must begin

identifying the students transition services needs
so that postsecondary goals may be identified
and in place when the student turns 16. At age
16 or younger, if determined appropriate by the
IEP team, the IEP must include measurable
postsecondary goals based on age appropriate
transition assessments related to education and
training, employment, and, when appropriate,
independent living skills.

School counselors encourage and support the

academic, social/emotional, and career development
of all students through counseling programs within the
school. They are committed to assisting all students
in realizing their full potential despite a students
personal barriers or challenges.
School counselors have increasingly important roles
in working with students with special needs, including
students from diverse cultural backgrounds.
Cultural diversities are important factors deserving
increased awareness and understanding on the part
of all school personnel. School counselors should
take action to ensure that students of culturally
diverse backgrounds have access to appropriate
services and opportunities that promote maximum
development of the individual.

The IEP must also include coordinated,

measurable, annual IEP goals and transition
services that will reasonably enable the student
to meet the postsecondary goals.
The IEP team must also consider the students
need for instruction or information in the area
of self-determination to assist the student to be
able to actively and effectively participate in IEP
meetings and self advocate, if appropriate. If an
agency is likely to provide or pay for services
with consent from the parent or student whose
rights have transferred, the agency must be
invited to participate in the IEP team meeting.
All IEP components, including the transition
components, must be updated annually.

School counselors have the skills necessary to

consult with school personnel to identify alienating
factors in attitudes and policies that impede the
learning process of students from culturally diverse
backgrounds and implement strategies to ensure a
school climate that supports student success.

Related Initiatives
Self-determination. Many school districts have
implemented self-determination and self-directed
IEP training for students served in Exceptional
Student Education. The purpose of this training is
for students to develop skills in planning for their
futures, making informed choices, advocating for
themselves, and actively participating in or directing
their IEP meetings. Districts reported that students
who participated in this training were more actively
involved in the IEP process, increasing the likelihood
of a successful transition.

Students Who Are Gifted. Students who are

gifted must have an EP. Like an IEP, an EP
includes a statement of the students present
levels of performance, establishes goals and
objectives, and identifies ESE services to be
provided. However, an EP may be developed
as a multi-year document, unlike the IEP, which
must be reviewed and revised at least annually.
A student identified solely as gifted may not
receive instructional or testing accommodations.
If a gifted student also has a disability and is
eligible under IDEA, the student would have an
IEP instead of an EP, and the IEP would address
all of the students needs. However, if the student
is eligible under Section 504, the student would
have both an EP and a 504 plan.

Effective Instructional Practices. The Effective

Instructional Practices Project is designed to identify
and disseminate information about resources,
professional development, and research related to

72

current and emerging effective instructional practices. The goal is to ensure quality outcomes for all students
in Florida, including students with exceptionalities, by providing quality staff development opportunities to
all teachers who work with students with special needs.
Positive Behavioral Support (PBS). Floridas Positive Behavioral Support project offers assistance
through dissemination of information and materials; flexible, individualized training activities; and technical
assistance consisting of consultation and on-site coaching. Assistance is provided to school districts to
expedite the resolution of serious problem behavior and to build capacity of personnel using positive,
assessment-based intervention approaches with students who have disabilities and significant behavior
challenges.

The RtI model is a multi-tiered approach to providing services and interventions to students at increasing levels of
intensity based on progress monitoring and data analysis. Floridas Response to Intervention/Instruction Web site,
www.florida-rti.org, provides a central, comprehensive location for Florida-specific information and resources that
promote schoolwide practices to ensure highest possible student achievement in both academic and behavioral
pursuits.

73

Chapter 10

Response to Intervention (RtI). Response to Intervention represents a systematic method for evaluating
the needs of all students and for fostering positive student outcomes through carefully selected and
implemented interventions. It also may be used to assist schools in identifying students who may require more
intensive instructional services and/or be eligible for an exceptional student education program. Response to
Intervention is defined as the change in behavior or performance as a function of an intervention (Gresham,
1991).

Appendices
Appendix A: References
Appendix B: Glossary
Appendix C: Benefits of Comprehensive School Counseling Program
Appendix D: Ethical Standards for School Counselors
Appendix E: Resources
General
Special Needs
Appendix F: Sample Forms
Annual Action Guidance Plan & Agreement
Elementary School Counselor Management Agreement
Guidance Curriculum Results Report
Guidance Program Need Assessment TeamProfessional Learning Community (PLC) Survey
MEASURE: A Six-Step Accountability Process for School Counselors
Parent Needs Assessment for Classroom GuidanceMiddle School
Program Standards Checklist
School Counselor Performance Evaluation
Secondary School Counselor Management Agreement
Staff/Teacher Needs Assessment Survey
Student Needs Assessment Survey

75

Appendix A: References
Many state models and articles were reviewed to generate ideas and discussion for the revision of Floridas
School Counseling Framework. In addition to references included in specific chapters, the following
resources were reviewed while updating the Framework.
American School Counselor Association. (2005). The ASCA national model: A framework for school
counseling programs (2nd ed.). Alexandria, VA: Author.
Florida Department of Education. (1995). Floridas student development program: A framework for
developing comprehensive guidance and counseling programs for a school-to-work system.
Tallahassee, FL: Author.
Johnson, S. K., & Whitfield, E. A. (1991). Evaluating guidance programs: A practitioners guide. Iowa City,
IA: American College Testing Publications. (ERIC Document Reproduction Service No. ED340949)
National Consortium for State Guidance Leadership, Center on Education and Training for Employment,
Ohio State University. (2000). A national framework for state programs of guidance and counseling:
A foundation for student academic and life long success. Columbus, OH: Author. (ERIC Document
Reproduction Service No. ED447363)
National Consortium for State Guidance Leadership, Center on Education and Training for Employment,
Ohio State University. (2000). A state guidance leadership implementation and resource guide: A
companion to the national framework for state programs of guidance and counseling. Columbus, OH:
Author. (ERIC Document Reproduction Service No. ED451421)
North Carolina Department of Public Instruction. (2001). Comprehensive school counseling: Standard
course of study K12. Raleigh, NC: Author.
Retrieved from http://www.ncpublicschools.org/curriculum/guidance/scos
South Dakota Department of Education. (2006). South Dakota comprehensive school counseling program
model. Pierre, SD: Author.
Retrieved from http://www.doe.sd.gov/octe/careerguidance/SD_Model_4_24_06_pdf.pdf
Spear, G. (2007). The Wisconsin comprehensive school counseling model: A resource and planning guide.
Madison, WI: Wisconsin Department of Public Instruction.
Stone, C. B., & Clark, M. A. (2001). School counselors and principals: Partners in support of academic
achievement. Retrieved from http://cte.ed.gov/acrn/counselors/documents/stone.pdf
Stone, C. B., & Dahir, C. A. (2006, July). School counselor accountability: A MEASURE of student success
(2nd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Tennessee Department of Education. (2005). Tennessee model for comprehensive school counseling.
Retrieved from http://www.tnschoolcounselor.org/tnschoolcounmodel.pdf
Utah State Office of Education. (2007). Utah model for comprehensive counseling and guidance: K12
programs. Salt Lake City, UT: Author. Retrieved from http://www.schools.utah.gov/cte/guidance_
model.html

77

Appendix B: Glossary
Academic Achievement: Attainment of educational goals, as determined by data, such as standardized
achievement test scores, grades on tests, report cards, grade point averages, and state and local assessments
of academic progress
Accountability: Responsibility for ones actionsparticularly for objectives, procedures, and results of
ones work and programthat involves an explanation of what has been done; responsibility for counselor
performance, program implementation, and results
Advisory Council: A body representing all stakeholders of the school counseling program that sets program
goals and makes recommendations to the department, the administration, and the school board regarding
program priorities
Advocacy: Actively supporting causes, ideas, or policies that promote and assist student academic, career,
and personal/social needs: one form of advocacy is the process of actively identifying underrepresented
students and supporting them in their efforts to perform at their highest level of academic achievement
Articulation: A process for coordinating the linkage of two or more educational systems within a community
Assessment: A tool used to measure criteria; includes competencies, indicators, and descriptors
Career Development: Process of developing skills and attitudes for successful transition from school to work
or postsecondary training/education
Closing the Gap: Difference in achievement levels, generally between privileged students and students of
low socioeconomic status
Competencies: Defines the specific knowledge, attitudes, and skills students should obtain
Comprehensive School Counseling Program: An integral part of the total educational program that helps
every student acquire the skills, knowledge, and attitudes in the areas of academic, career, and personal/
social development that promote academic achievement and meet developmental needs
Consultation: A process of sharing information and ideas
Counseling: A special type of helping process implemented by a professionally trained and certified person,
involving a variety of techniques and strategies that helps students explore academic, career, and personal/
social issues impeding healthy development or academic progress
Credentialed: Specialization requirements for certification in guidance and counseling, which can be viewed
online at http://www.fldoe.org/edcert/rules/6A-4-0181.asp
Data-Driven: Decisions concerning future action that are based on information, survey reports, assessments,
statistics, or other forms of information
Delivery System: The means around which the counseling program is organized and delivered; includes four
components: guidance curriculum, individual student planning, responsive services, and system support
Developmental Counseling Program: School counseling curriculum based on the developmental age
of the student and conducted on a regular and planned basis to assist students in achieving specified
competencies

79

Disaggregated Data: Information separated into component parts by specific variables, such as ethnicity,
gender and socioeconomic status
Domains: Broad areas of the knowledge base (academic, career, personal/social, community involvement
and citizenship development) that promote and enhance the learning process
Evaluation: A process used by an individual or group to determine progress or quality; a key element in any
improvement process
Foundation: Includes the mission, rationale/philosophy, and student standards and competencies
Goals: The extension of the mission statement, which provide the desired student results to be achieved by
the time the student leaves the school system
Guidance Curriculum: Consists of structured developmental lessons designed to assist students in
achieving the competencies and is presented systematically through classroom and group activities PreK12
Inappropriate School Counseling Activities: Any activity or duty not related to the development,
implementation, or evaluation of the counseling program
Indicator: Measurable evidence that individuals have abilities, knowledge, or skills for a specific
competency
Individual Student Planning: Consists of school counselors coordinating ongoing systemic activities
designed to assist the individual student in establishing personal goals and developing future plans

Appendix

Interpersonal skills: Those skills necessary for working with others: conveying verbal messages, listening
and non-verbal communication, giving and receiving feedback, communicating with diverse others, and
overcoming barriers to communication
Intrapersonal Skills: Knowledge about the self and the ability to view oneself objectively; those skills
essential for understanding oneself and ones personality: perception, awareness, disclosure and trust, value
clarification, goal setting, identifying barriers to personal change, and time and stress management
Leadership: Capacity or ability to guide others, such as when counselors use their leadership skills in their
department and in their advocacy role
Management Agreement: A statement of responsibility negotiated between the principal and counselor that
includes office organization, how a program is carried out, and accountability criteria and specific results
Management System: A process that addresses the allocation of resources to best meet the goals and
needs of the program; and where individual staff responsibilities, accountability, and the cooperation among
resource persons responsible for program results are outlined
Master Calendar: A dated schedule of guidance events which should include dates that certain student data
will be available so that counselors can analyze and develop strategies to improve student achievement, that
is maintained by the school counseling staff and distributed to teachers, students, and parents on a regular
basis to enhance planning, visibility, and credibility
MEASURE: A six-step accountability process that helps school counselors to use school improvement and
other data to show results of the school counseling program.

80

Mission Statement: Outlines the purpose of the school counseling program, its long-range desired outcome
for students, and must be compatible with the mission of the district and/or school
Perception Data: Measures what students and others observe or perceive, knowledge gained, attitudes
and beliefs held, or competencies achieved
Personal/Social Development: The process of maximizing each students individual growth and social
maturity in the areas of personal management and social interaction
Philosophy: A set of principles guiding the development, implementation, and evaluation of the program
Postsecondary Going Rate: Number of students who enroll in postsecondary education for the fall semester
after graduating from high school
Process Data: Method of evaluation using figures, such as the number of students served, groups served,
and classroom visits, to show the activities rather than the results from the activities
Professional School Counselor: State-certified school counselor; in Florida, school counselors must have
a masters degree in school counseling
Professionalism: Adherence to ethical, legal, and professional standards developed by state and national
school counseling organizations
Program: A coherent sequence of instruction based upon a validated set of competencies
Program Management: Activities that develop, monitor, and evaluate the implementation of the
comprehensive school counseling program
Responsive Services: Activities that meet students, parents, and teachers immediate needs for referral,
consultation, or information
Results Report: Written presentation of the outcomes of counseling program activities; contains process,
perception, and outcome data
Student Standards: State what students should know and be able to do at the highest level of expectation.
Standards specify the level or rate of performance the student will achieve against a particular competency
or set of indicators
Student Success: A broad term for student achievement
Systemic Change: Transformational change that affects more than an individual or series of individuals, i.e.,
the entire system, with the focus of the change upon the dynamic of the environment, not the individual
System Support: Consists of the professional development, consultation, collaboration and teaming,
and program management and operation activities that establish, maintain, and enhance the total school
counseling program
Team Skills: Those skills required for understanding and working in teams: forming, leading, and facilitating
teams; decision making, problem solving; running meetings; and project management

81

Appendix

Results Data: Outcome data, indicating how students are measurably different as a result of the program

Appendix C:
Benefits of Comprehensive
School Counseling Program
Floridas School Counseling Programs provides a system that encourages and promotes academic,
career, and personal/social development in preparation for the challenges of the twenty-first century.
All stakeholders share the benefits of this organizational structure. School counseling programs have a
positive impact on students, parents or guardians, teachers, administrators, boards of education, school
counselors, counselor educators, postsecondary institutions, and the community.
Benefits for Students
Monitors data to facilitate student improvement
Provides strategies for students needing more assistance and closing the achievement gap
Promotes a rigorous academic curriculum for every student
Promotes commitment to learning
Ensures student access to the school counseling program
Ensures equitable access to educational opportunities
Fosters advocacy for students
Promotes peer facilitation skills
Supports development of skills to increase student success
Benefits for Parents or Guardians
Provides support in advocating for their childrens academic, career, and personal/social/citizenship
development
Supports partnerships in their childrens learning and career planning
Promotes relationships to ensure postsecondary planning
Invites access to school and community resources
Provides training and informational workshops
Connects to community- and school-based services
Provides data for continuous information on student progress
Benefits for Teachers
Promotes an interdisciplinary team approach to address student needs and educational goals
Increases collaboration with school counselors and teachers
Fosters consultation
Supports development of classroom management skills
Provides a system for co-facilitation of classroom guidance lessons
Promotes teaming to increase student achievement
Analyzes data to improve school climate and student achievement
Benefits for Administrators

Aligns the school counseling program with the schools academic mission
Monitors data for school improvement
Articulates a process for evaluating a school counseling program
Uses data to jointly develop school counseling goals and school counselor responsibilities
Provides useful data for grant applications and funding sources

83

 Provides a proactive school guidance curriculum addressing the students needs and enhancing
school climate
Benefits for the Local School Boards and the Florida Department of Education
Provides a rationale based on data for implementing a school counseling program
Ensures equity and access to a quality school counseling program for every student
Demonstrates the need for appropriate levels of funding
Articulates appropriate credentials and staffing ratios
Informs the community about school counseling program success
Supports standards-based programs
Provides data about improved student achievement
Benefits for School Counselors

Appendix

Defines responsibilities within the context of a school counseling program

Eliminates non-school counseling program activities
Supports access to every student
Provides a tool for program management, implementation, and accountability
Recognizes school counselors as leaders, advocates, and change agents
Ensures the school counseling programs contribution to the schools mission
Benefits to Counselor Educators
Builds collaboration between counselor education programs and schools
Provides a framework for school counseling programs
Provides a model for site-based school counseling fieldwork or internships
Increases data collection for collaborative research on school counseling programs
Establishes a framework for professional development to benefit practicing school counselors
Promotes alliances with other educator training programs
Benefits for Post-Secondary Education
Enhances articulation and transition of students to postsecondary institutions
Prepares every student for advanced educational opportunities
Motivates every student to seek a wide range of substantial, postsecondary options, including
college
Encourages and supports rigorous academic preparation
Promotes equity and access to postsecondary education for every student
Benefits for Student Services Personnel
Defines the school counseling program
Maximizes collaborative teaming to ensure individual student success
Uses school counseling program data to maximize benefit to individual student growth
Increases collaboration for utilizing school and community resources
Benefits for Community: Business, Labor, and Industry
Increases opportunities for business, industry, and labor to actively participate in the school
counseling program
Builds collaboration, which enhances a students postsecondary success
Connects business, industry, and labor to students and families
Provides a workforce with a stronger academic foundation

84

Appendix D:
Ethical Standards for School Counselors
ASCAs Ethical standards for School Counselors were adopted by the ASCA Delegate Assembly,
March 19, 1984, revised March 27, 1992, June 25, 1998, and June 26, 2004.
Preamble
The American School Counselor Association (ASCA) is a professional organization whose members are
certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/
social and career development needs of all students. Professional school counselors are advocates, leaders,
collaborators and consultants who create opportunities for equity in access and success in educational
opportunities by connecting their programs to the mission of schools and subscribing to the following tenets
of professional responsibility:
Each person has the right to be respected, be treated with dignity and have access to a comprehensive
school counseling program that advocates for and affirms all students from diverse populations
regardless of ethnic/racial status, age, economic status, special needs, English as a second language
or other language group, immigration status, sexual orientation, gender, gender identity/expression,
family type, religious/spiritual identity and appearance.
Each person has the right to receive the information and support needed to move toward self-direction
and self-development and affirmation within ones group identities, with special care being given
to students who have historically not received adequate educational services: students of color,
low socio-economic students, students with disabilities and students with nondominant language
backgrounds.
Each person has the right to understand the full magnitude and meaning of his/her educational
choices and how those choices will affect future opportunities.
Each person has the right to privacy and thereby the right to expect the counselor-student relationship
to comply with all laws, policies and ethical standards pertaining to confidentiality in the school
setting.
In this document, ASCA specifies the principles of ethical behavior necessary to maintain the high standards
of integrity, leadership and professionalism among its members. The Ethical Standards for School Counselors
were developed to clarify the nature of ethical responsibilities held in common by school counseling
professionals. The purposes of this document are to:
Serve as a guide for the ethical practices of all professional school counselors regardless of level,
area, population served or membership in this professional association;
Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/
guardians, colleagues and professional associates, schools, communities and the counseling
profession; and
Inform those served by the school counselor of acceptable counselor practices and expected
professional behavior.

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A.1. Responsibilities to Students

The professional school counselor:
a. Has a primary obligation to the student, who is to be treated with respect as a unique individual.
b. Is concerned with the educational, academic, career, personal and social needs and encourages the
maximum development of every student.
c. Respects the students values and beliefs and does not impose the counselors personal values.
d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform
students regarding their rights.
A.2. Confidentiality
The professional school counselor:
a. Informs students of the purposes, goals, techniques and rules of procedure under which they may
receive counseling at or before the time when the counseling relationship is entered. Disclosure
notice includes the limits of confidentiality such as the possible necessity for consulting with other
professionals, privileged communication, and legal or authoritative restraints. The meaning and limits
of confidentiality are defined in developmentally appropriate terms to students.

Appendix

b. Keeps information confidential unless dis-closure is required to prevent clear and immin-ent
danger to the student or others or when legal requirements demand that confidential information be
revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of
an exception.
c. In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to
provide information to an identified third party who, by his/her relationship with the student, is at a
high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure
requires satisfaction of all of the following conditions:

Student identifies partner or the partner is highly identifiable

Counselor recommends the student notify partner and refrain from further high-risk behavior
Student refuses
Counselor informs the student of the intent to notify the partner
Counselor seeks legal consultation as to the legalities of informing the partner
Requests of the court that disclosure not be required when the release of confidential information
may potentially harm a student or the counseling relationship.

Protects the confidentiality of students records and releases personal data in accordance with prescribed
laws and school policies. Student information stored and transmitted electronically is treated with the same
care as traditional student records.
Protects the confidentiality of information received in the counseling relationship as specified by federal and
state laws, written policies and applicable ethical standards. Such information is only to be revealed to others
with the informed consent of the student, consistent with the counselors ethical obligation.
Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with

86

an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their
childrens lives.
A.3. Counseling Plans
The professional school counselor:
a. Provides students with a comprehensive school counseling program that includes a strong emphasis
on working jointly with all students to develop academic and career goals.
b. Advocates for counseling plans supporting students right to choose from the wide array of options
when they leave secondary education. Such plans will be regularly reviewed to update students
regarding critical information they need to make informed decisions.
A.4. Dual Relationships
The professional school counselor:
a. Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the
student (e.g., counseling ones family members, close friends or associates). If a dual relationship is
unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm.
Such safeguards might include informed consent, consultation, supervision and documentation.
b. Avoids dual relationships with school personnel that might infringe on the integrity of the counselor/
student relationship
A.5. Appropriate Referrals
The professional school counselor:

A.6.Group Work
The professional school counselor:
a. Screens prospective group members and maintains an awareness of participants needs and goals
in relation to the goals of the group. The counselor takes reasonable precautions to protect members
from physical and psychological harm resulting from interaction within the group.
b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if
consistent with school board policy or practice.
c. Establishes clear expectations in the group setting and clearly states that confidentiality in group
counseling cannot be guaranteed. Given the developmental and chronological ages of minors in
schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some
topics inappropriate for group work in a school setting.

87

Appendix

a. Makes referrals when necessary or appropriate to outside resources. Appropriate referrals may
necessitate informing both parents/guardians and students of applicable resources and making proper
plans for transitions with minimal interruption of services. Students retain the right to discontinue the
counseling relationship at any time.

d. Follows up with group members and documents proceedings as appropriate.

A.7.Danger to Self or Others
The professional school counselor:
a. Informs parents/guardians or appropriate authorities when the students condition indicates a clear
and imminent danger to the student or others. This is to be done after careful deliberation and, where
possible, after consultation with other counseling professionals.
b. Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be
taken, 2) involve the student in a three-way communication with parents/guardians when breaching
confidentiality or 3) allow the student to have input as to how and to whom the breach will be made.
A.8.Student Records
The professional school counselor:
a. Maintains and secures records necessary for rendering professional services to the student as required
by laws, regulations, institutional procedures and confidentiality guidelines.
b. Keeps sole-possession records separate from students educational records in keeping with state
laws.

Appendix

c. Recognizes the limits of sole-possession records and understands these records are a memory aid
for the creator and in absence of privilege communication may be subpoenaed and may become
educational records when they 1) are shared with others in verbal or written form, 2) include information
other than professional opinion or personal observations and/or 3) are made accessible to others.
d. Establishes a reasonable time line for purging sole-possession records or case notes. Suggested
guidelines include shredding sole possession records when the student transitions to the next level,
transfers to another school or graduates. Careful discretion and deliberation should be applied before
destroying sole-possession records that may be needed by a court of law such as notes on child
abuse, suicide, sexual harassment or violence.
A.9.Evaluation, Assessment and Interpretation
The professional school counselor:
a. Adheres to all professional standards regarding selecting, administering and interpreting assessment
measures and only utilizes assessment measures that are within the scope of practice for school
counselors.
b. Seeks specialized training regarding the use of electronically based testing programs in administering,
scoring and interpreting that may differ from that required in more traditional assessments.
c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically
based programs.
d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation
measures in language the student(s) can understand.

88

e. Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent
others from misusing the information.
f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance
of populations not represented in the norm group on which an instrument is standardized.
g. Assesses the effectiveness of his/her program in having an impact on students academic, career and
personal/social development through accountability measures especially examining efforts to close
achievement, opportunity and attainment gaps.
A.10.Technology
The professional school counselor:
a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications.
The counselor promotes technological applications (1) that are appropriate for the students individual
needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance
is provided.
b. Advocates for equal access to technology for all students, especially those historically underserved.
c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and
educational records stored or transmitted over electronic media including although not limited to fax,
electronic mail and instant messaging.
d. While working with students on a computer or similar technology, takes reasonable and appropriate
measures to protect students from objectionable and/or harmful online material.

A.11.Student Peer Support Program

The professional school counselor:
Has unique responsibilities when working with student-assistance programs. The school counselor is
responsible for the welfare of students participating in peer-to-peer programs under his/her direction.
B.Responsibilities to Parents/Guardians
B.1.Parent Rights and Responsibilities
The professional school counselor:
a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to
establish, as appropriate, a collaborative relationship with parents/guardians to facilitate the students
maximum development.
b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians
experiencing family difficulties that interfere with the students effectiveness and welfare.
c. Respects the confidentiality of parents/guardians.

89

Appendix

e. Who is engaged in the delivery of services involving technologies such as the telephone, video
conferencing and the Internet takes responsible steps to protect students and others from harm.

d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and
noncustodial, are vested with certain rights and responsibilities for the welfare of their children by virtue
of their role and according to law.
B.2.Parents/Guardians and Confidentiality
The professional school counselor:
a. Informs parents/guardians of the counselors role with emphasis on the confidential nature of the
counseling relationship between the counselor and student.
b. Recognizes that working with minors in a school setting may require counselors to collaborate with
students parents/guardians.
c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and
caring manner, as is appropriate and consistent with ethical responsibilities to the student.
d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding
the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents
informed with regard to critical information with the exception of a court order.
C. Responsibilities to Colleagues and Professional Associates
C.1.Professional Relationships
The professional school counselor:

Appendix

a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate
an optimum counseling program.
b. Treats colleagues with professional respect, courtesy and fairness. The qualifications, views and
findings of colleagues are represented to accurately reflect the image of competent professionals.
c. Is aware of and utilizes related professionals, organizations and other resources to which the student
may be referred.
C.2. Sharing Information with Other Professionals
The professional school counselor:
a. Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction
between public and private information and staff consultation.
b. Provides professional personnel with accurate, objective, concise and meaningful data necessary to
adequately evaluate, counsel and assist the student.
c. If a student is receiving services from another counselor or other mental health professional, the
counselor, with student and/or parent/guardian consent, will inform the other professional and develop
clear agreements to avoid confusion and conflict for the student.
d. Is knowledgeable about release of information and parental rights in sharing information.

90

D.Responsibilities to the School and Community

D.1.Responsibilities to the School
The professional school counselor:
a. Supports and protects the educational program against any infringement not in students best
interest.
b. Informs appropriate officials in accordance with school policy of conditions that may be potentially
disruptive or damaging to the schools mission, personnel and property while honoring the confidentiality
between the student and counselor.
c. Is knowledgeable and supportive of the schools mission and connects his/her program to the schools
mission.
d. Delineates and promotes the counselors role and function in meeting the needs of those served.
Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in
providing programs and services.
e. Accepts employment only for positions for which he/she is qualified by education, training, supervised
experience, state and national professional credentials and appropriate professional experience.
f. Advocates that administrators hire only qualified and competent individuals for professional counseling
positions.

D.2.Responsibility to the Community

The professional school counselor:
a. Collaborates with agencies, organizations and individuals in the community in the best interest of
students and without regard to personal reward or remuneration.
b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all
students by collaborating with community resources for student success.
E.Responsibilities to Self
E.1.Professional Competence
The professional school counselor:
a. Functions within the boundaries of individual professional competence and accepts responsibility for
the consequences of his/her actions.

91

Appendix

g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and
community, (2) educational procedures and programs to meet students developmental needs and (3) a
systematic evaluation process for comprehensive, developmental, standards-based school counseling
programs, services and personnel. The counselor is guided by the findings of the evaluation data in
planning programs and services.

b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to
inadequate professional services or harm to a student.
c. Strives through personal initiative to maintain professional competence including technological literacy
and to keep abreast of professional information. Professional and personal growth is ongoing throughout
the counselors career.
E.2.Diversity
The professional school counselor:
a. Affirms the diversity of students, staff and families.
b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and
biases and strives to attain cultural competence.
c. Possesses knowledge and understanding about how oppression, racism, discrimination and stereotyping
affects her/him personally and professionally.
d. Acquires educational, consultation and training experiences to improve awareness, knowledge, skills
and effectiveness in working with diverse populations: ethnic/racial status, age, economic status,
special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression,
family type, religious/spiritual identity and appearance.
F.Responsibilities to the Profession
F.1.Professionalism

Appendix

The professional school counselor:

a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership
in the American School Counselor Association.
b. Conducts herself/himself in such a manner as to advance individual ethical practice and the
profession.
c. Conducts appropriate research and report findings in a manner consistent with acceptable educational
and psychological research practices. The counselor advocates for the protection of the individual
students identity when using data for research or program planning.
d. Adheres to ethical standards of the profession, other official policy statements, such as ASCAs position
statements, role statement and the ASCA National Model, and relevant statutes established by federal,
state and local governments, and when these are in conflict works responsibly for change.
e. Clearly distinguishes between statements and actions made as a private individual and those made as
a representative of the school counseling profession.
f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private
practice or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships
or unearned goods or services.

92

F.2.Contribution to the Profession

The professional school counselor:
a. Actively participates in local, state and national associations fostering the development and improvement
of school counseling.
b. Contributes to the development of the profession through the sharing of skills, ideas and expertise with
colleagues.
c. Provides support and mentoring to novice professionals.
G.Maintenance of Standards
Ethical behavior among professional school counselors, association members and nonmembers,
is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if
counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined
in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to
rectify the condition. The following procedure may serve as a guide:
1. The counselor should consult confidentially with a professional colleague to discuss the nature of a
complaint to see if the professional colleague views the situation as an ethical violation.
2. When feasible, the counselor should directly approach the colleague whose behavior is in question to
discuss the complaint and seek resolution.
3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels
established within the school, school district, the state school counseling association and ASCAs
Ethics Committee.

5. The ASCA Ethics Committee is responsible for:

Educating and consulting with the membership regarding ethical standards
Periodically reviewing and recommending changes in code
Receiving and processing questions to clarify the application of such standards; questions must
be submitted in writing to the ASCA ethics chair.
Handling complaints of alleged violations of the ethical standards. At the national level, complaints
should be submitted in writing to the ASCA Ethics Committee, c/o the Executive Director, American
School Counselor Association, 1101 King St., Suite 625, Alexandria, VA 22314.

93

Appendix

4. If the matter still remains unresolved, referral for review and appropriate action should be made to
the Ethics Committees in the following sequence:
- State School Counselor Association
- American School Counselor Association

Appendix E: Resources
K12 General Resources
Florida Department of Education
Career Planning
Career Resources
Employment Sites
Financial Aid
Government Resources
Job Seeking Tips
Other Internet Resources
Professional Associations and Other Sites of Importance
Special Populations
Test Preparation

K12 Special Needs Resources

Section 504
Accommodations
Other Resources Related to Special Needs
Gifted
Florida Course Descriptions
Web Sites
Product Information

95

Florida Department of Education Resources

www.fldoe.org
Floridas Academic Counseling and Tracking for
Students
www.facts.org

Floridas Universities (Board of Governors)

www.flbog.org/
Next Generation Strategic Plan
www.fldoe.org/Strategic_Plan/

Florida CHOICES (Career Planning)

www.flchoices.org

Office of Student Financial Assistance

www.floridastudentfinancialaid.org/

Comprehensive Course Table

www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.
aspx

Florida Standards
etc.usf.edu/flstandards/index.html

Course Code Directory

www.fldoe.org/articulation/CCD/

Office of Articulation
www.fldoe.org/articulation/

Educator Certification
www.fldoe.org/edcert/rules/6A-4-0181.asp

Office of Math and Science

www.fldoestem.org/center13.aspx

Floridas Community Colleges

www.fldoe.org/cc/

Services to Individuals with Disabilities

www.fldoe.org/disability/
Student Progression
www.flbsi.org/schoolimprove/studentprogression/
index.htm

Floridas Response to Intervention

www.fldoe.org/Schools/florida-reponse-tointervention.asp

Talented 20 Program
www.fldoe.org/Talented20/

Florida Public High School Feedback Report

data.fldoe.org/readiness/default.cfm

97

Appendix

Florida Counseling for Future Education

Handbook
facts23.facts.org/navigation/detail/future_educ_
handbook.do?pageId=070502

Career Planning Sites

Employment Sites

Yahoo Career Planning Site

dir.yahoo.com/Education/Career_and_Vocational/
Career_Planning/

EMPLOY Florida
www.employflorida.com
Yahoo jobs
hotjobs.yahoo.com

Career.com
www.career.com/

Careerbuilder
www.careerbuilder.com

Monster.com Search
promotions.monster.com/keywordjobsearch/?WT.
srch=1

Job.com
www.job.com/my.job

Career Resources

Chronicle of Higher Education

chronicle.com/jobs

Occupational Outlook Handbook (OOH)

www.bls.gov/OCO

Career Overview
www.careeroverview.com

Occupational Outlook Quarterly On-Line

www.bls.gov/opub/ooq/ooqhome.htm

Financial Aid

Appendix

Bureau of Labor Statistics

Career Information For Kids
www.bls.gov/k12/index.htm

U.S. Government Financial Aid

studentaid.ed.gov/PORTALSWebApp/students/
english/index.jsp

Americas Career Infonet-Explore Careers

www.acinet.org/acinet

U.S. Department of Education

www.ed.gov/finaid/landing.jhtml?src=ln

College Search Sites

www.c3apply.org

U.S. Department of Education Florida

www.ed.gov/nclb/accountability/results/progress/
fl.html

CollegeNet
www.collegenet.com/about/index_html

Careers and Colleges

www.careersandcolleges.com/

College Board
collegesearch.collegeboard.com/search/index.jsp

Sallie Mae
www.salliemae.com/

College View
www.collegeview.com/index.jsp

Financial Aid Yahoo

dir.yahoo.com/Education/Financial_Aid/

Any College.com
www.anycollege.com

Financial Aid - Petersons

www.petersons.com/finaid/file.asp?id=780&path=ug.
pfs.financial

98

Financial Aid - Fastweb

www.fastweb.com/

50 Top Job Seeking Tips

www.employmentdigest.net/2006/11/50-top-jobseeking-tips

Government Resources

Federal Job Assistance

www.usajobs.gov

U.S. Department of Education

www.ed.gov/index.jhtml

My Resume Online
www.myresumeonline.org

U.S. Department of Labor

www.dol.gov/

About.com
jobsearch.about.com/od/sampleresumes/a/
sampleresume2.htm
jobsearch.about.com/od/resumes/Resumes.htm

U.S. Department of Labor, Employment and

Training
www.doleta.gov/

Resume-help
www.resume-help.org/
www.eresumes.com/

O*NET Online
online.onetcenter.org/
Bureau of Labor Statistics
www.bls.gov/

Free Resume Samples

www.freeresumesamples.org/

Agency for Workforce Innovation

www.floridajobs.org/

Yahoo Interviewing
hotjobs.yahoo.com/interview

U.S. Census Bureau

www.census.gov/
Florida Labor Market Statistics
www.labormarketinfo.com/

Disney College Program (paid internships)

disney.go.com/disneycareers/
disneycollegeprogram/

Education Resources Information Center (ERIC)

www.eric.ed.gov/

Other Internet Resources

U.S. Military
secure.military.com/Recruiting/page1.
do?ESRC=ggl_rec_genrec.kw

American Diploma Project (ADP)

www.achieve.org

Job Seeking Tips

Education Trust
www.edtrust.org

Yahoo
hotjobs.yahoo.com/;_ylt=AhRSWVC6fl28LWL.
Rl.TzHOlRqIX

Education World
www.education-world.com/

99

Appendix

Quintessential Careers - Advice

www.quintcareers.com/career-counselor.html

Special Populations
Equal Employment Opportunity Commission
www.eeoc.gov/

Association for Career and Technical Education

(ACTE)
www.acteonline.org/

Federal Laws Prohibiting Job Discrimination

Questions And Answers
www.eeoc.gov/facts/qanda.html

Association for Supervision and Curriculum

Development (ASCD)
www.ascd.org/portal/site/ascd/index.jsp/

Professional Associations

The National Board for Certified Counselors

(NBCC)
www.nbcc.org

Florida Counseling Association (FCA)

www.flacounseling.org/

Test Preparation

Florida School Counselor Association (FSCA)

www.fla-schoolcounselor.org

Sponsored by the U.S. Army, Free online test

preparation for SAT, ACT, ASVAB, and more.
www.march2success.com

Florida Association for Career and Technical

Educators (FACTE)
www.facte.org
Adult and Community Educators of Florida (ACE)
www.aceofflorida.org

Appendix

National Career Development Association (NCDA)

www.ncda.org/
Amercian Counseling Association
www.counseling.org/
American School Counselor Association (ASCA)
www.schoolcounselor.org/
American Association of Community Colleges
www.aacc.nche.edu/
Association for Counselor Education and
Supervision
www.acesonline.net
American Society for Training and Development
(ASTD)
www.astd.org/

100

Special Needs Resources

Accommodations
Accommodations - Assisting students with disabilities: a guide for educators, 2003 (Florida
Department of Education), www.fldoe.org/ese/pubxhome.asp
Accommodations and modifications for students with disabilities: What parents need to know, 2003
(Florida Department of Education), www.fldoe.org/ese/pubxhome.asp
Acomodos y modificaciones: Lo que los padres tienen que saber, revisido en 2003 (Florida
Department of Education), www.fldoe.org/ese/pdf/accomm_span_parent.pdf
Accommodations and modifications for students with disabilities in career education and adult
general education - brochure, revised 2005 (Florida Department of Education), www.fldoe.org/ese/
pubxhome.asp

Gifted Resources

101

Appendix

The Florida Department of Educations gifted education Web site www.fldoe.org/bii/Gifted_Ed/,

has links to state laws related to education for gifted students and includes:
Procedural safeguards for gifted students
Florida DOE Handbook for Floridas parents of students who are gifted.
www.fldoe.org/ESE/pdf/p-gifted.pdf
Supporting Emotional Needs of the Gifted (SENG) Web site www.sengifted.org is dedicated
to fostering environments in which gifted adults and children, in all their diversity, understand
and accept themselves and are understood, valued, nurtured, and supported by their families,
schools, workplaces, and communities. The Web site contains articles and information on specific
needs of children who are gifted and twice exceptional. The Web site also includes information on
teen and youth SENG summer programs.
The Davidson Institute for Talent Development is a non-profit organization dedicated to the support
of profoundly gifted students (age 18 or below) and their parents. The site contains scholarship
information and a list of programs, including the THINK summer program. The site also contains
the newsletter for the Davidson Academy, a specialized school in Nevada for the profoundly gifted.
Information is available on the Davidson Young Scholars, a free online community that provides
support and resources for the profoundly gifted, found at www.ditd.org.
The National Association for the Gifted is an extensive resource on gifted students, legislative
information, and glossary of gifted education terms. The site contains resources for students,
parents, and teachers and is available at www.nagc.org.
Moon,S. M. (Ed.). (2004). Social/emotional issues, underachievement, and counseling of gifted
and talented students. Thousand Oaks, CA: Corwin Press.

Appendix

Other Resources Related to Special Needs

Disability history and awareness: A resource guide (Florida Department of Education),
www.fldoe.org/ese/doc/DisabilityHistoryandAwarenessWeeks.rtf
FERPA: Family Educational Rights and Privacy Act, under revision (Florida Department of
Education), www.fldoe.org/ese/pdf/ferpa.pdf
Postsecondary programs and support services: A guide for students with disabilities (Florida
Department of Education, under development), www.fldoe.org/ese/pubxhome.asp
Program options for students with disabilities career and technical education (Florida Department
of Education), www.fldoe.org/ese/pubxhome.asp
Program options for students with disabilities in career and technical education What students
and families need to know (Florida Department of Education), www.fldoe.org/ese/pubxhome.asp
The Arcs Self-Determination Scale (The Beach Center at the University of Kansas)
Steps to self-determination: A curriculum to help adolescents learn to achieve their goals, 1996,
Sharon Field and Alan Hoffman (Pro-ed)
The self-advocacy strategy for education and transition planning, 1994, Anthony K. Van Reusen,
Candace S. Bos, Jean B. Schumaker, and Donald D. Deschler (Edge Enterprises, Inc.)
Choosing employment goals, Choicemaker Instructional Series, 1997, Laura Huber Marshall,
James E. Martin, Laurie Maxson, and Patty Jerman (Sopris West)
Self-Directed IEP, Choicemaker Instructional Series, 1997, James E. Martin, Laura Huber Marshall,
Laurie Maxson, and Patty Jerman (Sopris West)
Choosing education goals, Choicemaker Instructional Series, 1999, Laura Huber Marshall, James
E. Martin, Patty Jerman, Wanda Hughes, and Laurie Maxson (Sopris West)
Choosing personal goals, Choicemaker Instructional Series, 1999, Laura Huber Marshall, James
E. Martin, Patty Jerman, Wanda Hughes, and Laurie Maxson (Sopris West)
Take action: Making goals happen, Choicemaker Instructional Series, 1999, Laura Huber Marshall,
James E. Martin, Laurie Maxson, Wanda Hughes, Terry Miller, Toria McGill, and Patty Jerman
(Sopris West)
SIMPLY careers, an ESE/career planning document (Florida Department of Education), info.fldoe.
org/docushare/dsweb/Get/Document-1415/SIMPLYatt.pdf
The CHOICES series for teenage girls, 1984-present, (Mindy Bingham, et. al., Advocacy Press)
Transition to postsecondary education: Strategies for students with disabilities, 2000 (Kristine
Wiest Webb, Pro-ed)

Section 504
A parent and teacher guide to section 504 Frequently Asked Questions (Florida Department of
Education), www.fldoe.org/ese/pdf/504bro.pdf
Section 504 of the Rehabilitation Act of 1973 District guide for meeting the needs of students
(Florida Department of Education, 2005), www.fldoe.org/ese/pdf/sect504.pdf
Section 504 - Accommodation plan for postsecondary adult/vocational education students (Florida
Department of Education, 2004), www.fldoe.org/ese/pdf/504.pdf

102

Florida Course Descriptions

Florida Course Descriptions, Exceptional Student Education, Grades 912, Suggested Course
Performance Objectives, www.fldoe.org/ESE/corguide.asp
#7980110, Career Preparation
#7980120, Career Experiences
#7980130, Career Placement
Florida Course Descriptions, Career and Technical Education, Instructional Support Services
(Special Needs) -- www.fldoe.org/workforce/dwdframe/addl_cte_frames09.asp

Web Sites
Florida Department of Education, Bureau of Exceptional Education and Student Services:
www.fldoe.org/ese
Florida Department of Education, Division of Workforce Education: www.fldoe.org/workforce/
Going to College: www.going-to-college.org/
National Center on Secondary Education and Transition: www.ncset.org
National Secondary Transition Technical Assistance Center: www.nsttac.org
Project 10: Transition Education Network: www.project10.info (under construction)
Resources for Florida ESE (Accommodations and Modifications project): www.cpt.fsu.edu/ese/

Product Information

Beach Center on Disability

University of Kansas
Haworth Hall, Room 3136
1200 Sunnyside Avenue
Lawrence, KS 66045-7534
Phone: (785) 864-7600; TTY: (785) 864-3434
www.beachcenter.org
Edge Enterprises, Inc.
P.O. Box 1304
Lawrence, KS 66044
www.edgeenterprisesinc.co

Florida Department of Education

Bureau of Exceptional Education and
Student Services
Clearinghouse Information Center
Turlington Building, Room 614
325 West Gaines Street
Tallahassee, FL 32399-0400
Phone: (850) 245-0477; Fax: (850) 245-0987
www.fldoe.org/ese/clerhome.asp
Pro-ed
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
Phone: (800) 897-3202; Fax: (800) 397-7633
www.proedinc.com
Sopris West
4093 Specialty Place
Longmont, CO 80504
Phone: (303) 651-2829; Fax: (303) 776-5934
www.sopriswest.com

103

Appendix

Advocacy Press
P.O. Box 236
Santa Barbara, CA 93102
www.advocacypress.com

Appendix F: Sample Forms

Annual Action Guidance Plan & Agreement
Elementary School Counselor Management Agreement
Guidance Curriculum Results Report
Guidance Program Needs Assessment Team
Professional Learning Community (PLC) Survey
MEASURE
A Six-Step Accountability Process for School Counselors
Parent Needs Assessment for Classroom Guidance
(Middle School)
Program Standards Checklist
School Counselor Performance Appraisal
Secondary School Counselor Management Agreement
Staff/Teacher Needs Assessment Survey
Student Needs Assessment Survey

105

Annual Guidance Action Plan & Agreement*

School Name:
Plan Authors:

Academic Year:

Academic Achievement

Competency Indicators
(Select two per area)
Select
Select

Career Development

Select

Select

Select

Personal/Social

Select

Select

Select

Community Involvement

Select

Select

Select

Target Areas

Grade
Level(s)

Audience (choose)

Select

Activity Description
Approach

Academic

Career
Development

Personal/Social

Individual

Attendance Activity

Florida Choices

Stress Management

Group

Student Success
Skills

Career Interests

Red Ribbon Week

Career Day

Second Step

Guest Speakers

Why Try

Occupational
skills

Peer Mediation

Classroom
Assembly
DATA Approach
Ind. Comparison
Grp Comparison
Class Comparison
Grade Comparison
School Comparison
District Comparison

Study Skills
Development
RtI team
member/coach

Jr. Achievement

Time Management

Career
Awareness

School Orientation
Self Assessment
Goal Setting
Credit Evaluations
FCAT Prep

Occupational
exploration
Four-year plan
Career resources
Internships

College Prep
DATA Type to be
Analyzed
Attendance

ACT/SAT prep

Summer
Employment

Prep HQ

Behavior

Academic
Scheduling

Academic

Test-taking skills

Other (list)

Four-year plan

Other (list)

Referrals to outside
sources
Character Ed.
Behavior Plan

Community
Involvement

Family Fun
Nights
Community
Service Assistance
Guest Speakers
Field Trips
Professional Org
Membership
Mentors

Child Study

Education in the
Park

Observation

Open House

Divorce

Book Fair

Grief and loss

Suicide Prevention

Business
Partners

Bullying

Other (list)

Communication
Skills
Self Injury
Eating Disorders
Pregnancy

College Scholarship
information

Intervention
PS Respect

Observations

Positive Behavior
Support

Other (list)

Other (list)
Initial Signatures:
Date

Counselor: _____________________________________

Counselor: _____________________________________

Principal: ______________________________________

SAC Chair: ____________________________________

Other: _________________________________________

*Return final plan with signatures and report of results attached.
107

Final Signatures:
Date:

Counselor: ____________________________________

Counselor: ____________________________________

Principal: _____________________________________

SAC Chair: ___________________________________

Other: ________________________________________

Elementary School Counselor

Management Agreement
School year _________ School___________________________________________________ Date________________

Counselor_______________________________________________________________________________

PROGRAMMATIC DELIVERY
The school counselor/counselors will spend approximately the following time in each component area to ensure
the delivery of the school counseling program:
_____% of my time delivering guidance curriculum
_____% of my time with individual student planning

_____% of my time with responsive services

_____% of my time with system support

Lessons will be delivered in the academic, career and personal/social domain.

PL

Programs and services presented and available to staff include:

Programs and services presented and available to parents include:

SA

Programs and services presented and available to the community include:

The guidance counselor will be available to individual students/parents/teachers at the following times:

PROFESSIONAL DEVELOPMENT

The school counselor/counselors will participate in one or more of the following professional development:
_____Once a month district meetings for counselors
_____Yearly national conference
_____Yearly state conference
_____Classes and/or workshops
_____Other. Explain______________________________________

PROFESSIONAL COLLABORATION
____Once a week meeting with the administration
____Once a month meeting with grade level teams
____Once a month present something to the faculty
____Twice a year meeting with advisory council
____Other ______________________________________
___________________________________
Counselor signature & date

___________________________________
Principal signature & date

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

109

Sample Guidance Curriculum Results Report

Counselor Name:

Student Will

Identify and
express
feelings

School:

Lesson
Title

Tools to
control
anger

Process
Data

Perception
Data

# of
students
affected

Pre and
Post Test
of Activity

118

111

Identify
Choices he/she
makes at
school and
home
Demonstrate
the ability to
play
cooperatively
with others

Tools to
control
anger
continued

115

Grade:
Results Data

% of
Student
Mastery

What is one
thing you
can do at
school
when you
get mad?

98%

Who used
the feelings
wheel this
week?

85%

How did the

student
change as a
result of this
lesson?

Applied
feelings wheel
to school
situations
Each student
has a feelings
wheel for
home/school
use
Recognized
how applying
the feelings
wheel avoids
consequences

American School Counselor Association (2004). The ASCA National Model Workbook. Alexandria, VA: Author.

Quarter
Planned/
Completed

P/S

Guidance Program
Needs Assessment Team PLC Survey
Name: ____________________Track:______ Grade:________Date:______________
Please rate these needs to help us prioritize how to help
support students.

High
Need

Minimal
Need
2

1. My students need support/help to learn effective study

skills.

[ ]

[ ]

[ ]

[ ]

[ ]

2. My students need support/help to learn effective coping

skills in dealing with the pressures of academics and
social issues.

[ ]

[ ]

[ ]

[ ]

[ ]

3. My students need support/help to learn effective selfadvocacy skills.

[ ]

[ ]

[ ]

[ ]

[ ]

PL

[ ]

[ ]

[ ]

[ ]

[ ]

5. I want the counselor to be available for consultation

regarding social issues.

[ ]

[ ]

[ ]

[ ]

[ ]

6. I want the counselor to be available for consultation

regarding personal issues.

[ ]

[ ]

[ ]

[ ]

[ ]

7. I want my students to develop a better understanding of

ethnic, racial, and religious groups.

[ ]

[ ]

[ ]

[ ]

[ ]

8. My students need to receive more information

regarding career options and goal setting.

[ ]

[ ]

[ ]

[ ]

[ ]

9. My students need support/help to develop their

academic self-confidence.

[ ]

[ ]

[ ]

[ ]

[ ]

10. My students need support/help to develop more

effective time management and organizational skills.

[ ]

[ ]

[ ]

[ ]

[ ]

11. I want my students to have access to group

counseling this year.

[ ]

[ ]

[ ]

[ ]

[ ]

SA

4. I want the counselor to be available for consultation

regarding academic issues.

List 3 topics for group counseling that you feel are

important for group counseling:

113

12. I want the counselor to provide classroom guidance lessons on the following topics:

13. The safe school behaviors (e.g., bullying, drugs, etc.) that my students need support/help
with are:

PL

14. Parent education topics that are most important are (list 3 topics):

SA

15. Please list other ways the counseling department can support you in the education of our
students.

Reprint permission granted by Edstar.biz http://www.edstar.biz/client/sap/needs/file/NeedsAssessment.doc

114

MEASURE

Mission, Element, Analyze, Stakeholders-Unite, Results, Educate,

A Six-Step Accountability Process for School Counselors

Name of School:
Address of School:
Street
City

State

Telephone:

Fax:

School Web site:

Principal:

Name of Counselor(s) Leading the Initiative:

Enrollment:

School Demographics:
Caucasian/Non-Hispanic
African American
Hispanic
Asian/Pacific Islander
Native American
Multi-Racial
Free-Reduced Lunch
English as Second Language
(ESOL)
Exceptional Student Education/
Special Education

115

Zip

STEP ONE: MISSION

Mission
Connect your work to your schools mission in keeping with your districts comprehensive school counseling model.
Your school or departments mission statement is:

STEP TWO: ELEMENT

Element
What critical data element are you trying to impact? (Examples include: grades; test scores; attendance; promotion
rates; graduation rates; post-secondary-going rate; data on enrollment into honors or AP courses, special education,
and discipline referral; etc.)
What is the baseline for the data element? Where do you hope to move it goal?
Element:

Baseline:

Goal:

STEP THREE: ANALYZE

Analyze the data element. You can use percentages, averages, raw scores, quartiles, or stanines. You can aggregate or
disaggregate the data to better understand which students are meeting success. You can disaggregate by gender, race,
ethnicity, socio-economic status, or in a multitude of ways to look at student groupings.
The Baseline Data revealed:

116

STEP FOUR: STAKEHOLDERS UNITE

STAKEHOLDERS UNITE to develop strategies to impact the data element. Connect strategies to student standards in
district/school counseling program.
Beginning Date:
Ending Date:
Stakeholders

Strategies

School Counselor(s)
Administrator(s)
Career Specialist(s)
Teachers
Students
Student Organizations (clubs, teams, etc.)
Parents
Parent Teacher Associations
School Psychologists
Social Workers
Community Agency Members
Faith Based Organizations
Youth and Community Associations
Colleges and Universities
Classroom Teacher Assistants
Other Support Staff (front office, custodial, cafeteria, playground)
School Improvement Team
Resources (grants, technology, etc.)

117

STEP FIVE: RESULTS

Results: Restate your baseline data. State where your data is now. Did you meet your goal?
Restate baseline data:
Results (data now):
Met Goal:

Yes

No

Questions to consider as you examine results and revise your MEASURE:

Based on what you have learned, how will you revise Step Four Stakeholders-Unite?

Which strategies had a positive impact on the data?

Which strategies should be replaced, changed, added?

How did your MEASURE contribute to systemic change(s) in your school and/or in your community?

STEP SIX: EDUCATE

Educate others as to your efforts to move data. Develop a report card that shows how the work of the school counselor(s)
is connected to the mission of the schools and to student success.

118

(Insert School Logo Here)

MEASURE OF SUCCESS

Principal:
School Counselor(s):
Enrollment:

Principals Comments

School Counselor(s)s Comments

Results

School Improvement Issues

Critical Data Element(s)

Systemic Changes

119

Faces Behind the Data Anecdotal Outcomes

Stakeholders Involved
Counselor(s):

Administrator:

Career Specialist(s):

Teachers:

Parents:

Students:

Colleges and Universities:

Business Partners:

The Educate step in MEASURE has been adapted with permission from the Student Personnel Accountability Report Card
sponsored by the California Department of Education and Los Angeles County Office of Education.
11/08

120

Parent Needs Assessment for Classroom Guidance

Directions for Parents: Please provide our guidance department with input in the
areas that you feel are most important to the educational success of your child. Simply
place a check mark in the box next to the issues that you feel are important elements of
your childs curriculum. We consider your input extremely valuable. If you feel your child
may benefit from something that is not listed here, please include those ideas. Lastly,
your involvement and assistance will strongly enhance a successful guidance program
for our school community, as well as your childs overall academic and social
progression. Guidance thanks you for your care and concern and looks forward to
working with you and your child.
Note: Please submit a separate assessment form for each child.

Your name:

Your childs name:

Your childs grade:

Career Development
What do I want to be when I grow
up?

Personal/Social/Health
Coping with divorce or grief
Bullying/Teasing/Harassment

(Sample questionparent completes)

ADHD and ADD

Sexual Abuse Prevention &
Safety
Social Skills
Conflict Resolution
If there is anything about your child
that you feel Guidance should be
made aware of in order to better
assist your child academically and
socially, please let us know.

Character Education/Good
Citizenship
Diversity & Acceptance of
Others
Self-Esteem/Body Image
Academic
School Success Skills
Middle to High School
Transition Skills

Adapted from District School Board of Pasco County, Florida

121

Program Standards Checklist

Standard

Completed
Yes/No?

123

Foundation
1. Mission Statement - A mission statement
for the school counseling program has been
developed.
2. Rational and Philosophy - The rationale
and philosophy that guides the program
development, implementation, and evaluation
for the school counseling program has been
developed and agreed upon.
3. Standards and Competencies - Student
standards and competencies have been
developed/updated and organized into four
content areas; academic, career, and
personal/social development and community
involvement and multicultural/global
citizenship development.
Management System
4. District Policy - The local school board has
approved and supports the district school
counseling program.
5. Advisory Committee - An advisory
committee for the school counseling program
has been established and is active.

If No, Next Steps

Contact

Timeline

Standard

Completed
Yes/No?

6. Program Resources - Professional staff,

financial resources, and political resources
appropriate to carrying out the full intent of
the school counseling program are provided.
7. Use of Time - Counselors can document that
they spend 80% of their time in each of the
four components of the delivery system.
8. Calendars School counseling annual,
monthly, and weekly calendars are
developed and published.

124

Delivery System
9. Curriculum A student development
(guidance) curriculum that specifies what
competencies all students should master has
been developed and implemented.
10. Individual Student Planning All students
along with their parents/guardians are
provided opportunities to develop, monitor,
and manage their educational and career
plans.
11. Responsive Services Services are
available to assist students and their
parents/guardians with immediate needs or
concerns that require counseling,
consultation, referral, peer facilitation or
information.

If No, Next Steps

Contact

Timeline

Standard

Completed
Yes/No?

12. Systems Support The counseling

personnel utilizes professional development
opportunities; consultation, collaboration and
teaming; as well as program management
and operation activities to meet the goals of
the school counseling program and to
contribute to the mission and goals of the
school system.

125

Accountability
13. Use of Data - Procedures and processes
have been established to use school
improvement and other data to show results
of the school counseling program
14. Program Evaluation - The school
counseling program is evaluated on-going
and annually
15. School Counselor Standards Performance standards are developed and
based on program management and
implementation and used as a basis for the
counselor job description and evaluation.

If No, Next Steps

Contact

Timeline

School Counselor Performance Appraisal Form

The school counselor performance appraisal form contains basic standards of practice expected from school
counselors. These performance standards not only function as the basis of counselor evaluation but also serve as
guides for self-evaluation. This form can be used by the school counselor as a self-evaluation or by the principal
along with the required professional support staff appraisal form.
The standards to be evaluated are:

Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
Standard 9
Standard 10
Standard 11
Standard 12
Standard 13

Program Organization
Guidance Curriculum Delivered to All Students
Individual Planning with Students
Response Services
Systems Support
School Counselor/Administrator Agreement
Use of Data
Student Monitoring
Master Calendar/Time
Results Evaluation
Program Audit
Advisory Council
Infusing Themes

The performance standards are to be assessed by one of the following:

1 Strongly Disagree
2 Disagree
3 Somewhat Agree
4 Agree
5 Strongly Agree
Comments under each section could indicate strengths in that standard or recommendations.
Standard 1: The school counselor plans, organizes and delivers the
comprehensive school counseling program.
1.1 A program has been written to meet the needs of the school.

1.2 The school counselor demonstrates interpersonal relationships with students.

1.3 The school counselor demonstrates positive interpersonal relationships with
educational staff.
1.4 The school counselor demonstrates positive interpersonal relationships with
parents/guardians.
1.5 The school counselor uses technology effectively and efficiently to plan, organize,
deliver, and evaluate the program.
Comments:
Standard 2: The school counselor implements the guidance curriculum through
the use of effective instructional skills and careful planning of structured group
sessions for all students.
2.1 The school counselor teaches guidance units effectively.

Date:
1

2.2 The school counselor develops materials and instructional strategies to meet student
needs and school goals.
2.3 The school counselor encourages staff involvement to ensure the effective
implementation of the guidance curriculum.
Comments:

127

Date:

Standard 3: The school counselor implements the individual planning component

by guiding individuals and groups of students and their parents through the
development of educational and career plans.
3.1 The school counselor, in collaboration with parents, helps students establish goals
and develop and use planning skills.
3.2 The school counselor demonstrates accurate and appropriate interpretation of
assessment data and the presentation of relevant, unbiased information.
Comments:
Standard 4: The school counselor implements the responsive services component
through the effective use of individual and small-group counseling, consultation
and referral skills.
4.1 The school counselor counsels individual students and groups of students with
identified needs/concerns.

Date:
1

4.2 The school counselor consults effectively with parents, teachers, administrators and
other relevant individuals.
4.3 The school counselor implements an effective referral process with administrators,
teachers and other school personnel.
Comments:
Standard 5: The school counselor implements the systems support component
through effective guidance program management and support for other
educational programs.
5.1 The school counselor provides a comprehensive and balanced guidance program in
collaboration with school staff.
5.2 The school counselor provides support for other school programs.
Comments:
Standard 6: The school counselor has discussed the counseling department
management system and the program action plans with the school administrator.
6.1 The school counselor has discussed the qualities of the counselor management
system with the other members of the counseling staff and has agreement.
6.2 The school counselor has discussed the program results that will be obtained on the
action plans for the school year.
Comments:

128

Date:
1

Date:
1

Date:

Standard 7: The school counselor knows how to use data as a guide to program
direction and emphasis.
7.1 The school counselor uses school data to make decisions regarding student choice
of classes and special programs.
7.2 The school counselor uses data from the counseling program to make decisions
regarding revisions to the school counseling program.
Comments:
Standard 8: The school counselor monitors the students on a regular basis as
they progress in school.
8.1 The school counselor is accountable for monitoring the progress of every student.

Date:
1

8.2 The school counselor implements monitoring activities appropriate to his/her own
school.
8.3 The school counselor develops appropriate interventions for students as needed and
monitors their progress.
Comments:
Standard 9: The school counselor implements the master calendar/time
component to have an efficiently run program.
9.1 The school counselor uses a master calendar to plan activities through the year.

Date:
1

9.2 The school counselor distributes the master calendar to parents, staff and students.
9.3 The school counselor posts a weekly/monthly calendar.
9.4 The school counselor analyzes his/her time spent in each of the four areas of the
management system to achieve a healthy balance.
Comments:
Standard 10: The school counselor has developed a results evaluation for the
program.
10.1 The school counselor includes every student in the results.

Date:
1

10.2 The school counselor works with members of the school counseling team and with
the principal to formulate the desired results.
10.3 The school counselor knows how to collect and process data.
Comments:

129

Date:

Standard 11: The school counselor conducts a yearly program audit.

11.1 The school counselor provides a yearly program audit that includes the results of all
the program components.
11.2 The school counselor shares the results of the program audit with the advisory
council.
11.3 The school counselor uses the yearly audit to make changes in the school
counseling program for the following year.
Comments:
Standard 12: The school counselor is responsible for establishing and convening
a school advisory council for the comprehensive school guidance and counseling
program.
12.1 The school counselor has met with the advisory council.

Date:
1

12.2 The school counselor has reviewed the school counseling program audit with the
council.
12.3 The school counselor keeps a record of meeting information.
Comments:
Standard 13: The school counselor is a student advocate, leader, collaborator and
a systems change agent.
13.1 The school counselor promotes academic success of every student.

Date:
1

13.2 The school counselor promotes equity and access for every student.
13.3 The school counselor takes a leadership role within the counseling department, the
school setting and the community.
13.4 The school counselor understands reform issues and works to close the
achievement gap.
13.5 The school counselor collaborates with teachers, parents and the community to
promote academic success of students.
13.6 The school counselor builds effective teams by encouraging collaboration among all
school staff.
13.7 The school counselor uses data to recommend systemic change in policies and
procedures that limit or inhibit academic achievement.
Comments:

130

Date:

Secondary School Counselor

Management Agreement
(Counselor/Principal Agreement)
School year _________ School___________________________________________________ Date________________

STUDENT ACCESS:
Students will access the school counselor by:

___ Grade level

___ Domain

___ By academy/pathway

___ Alpha listing

___ Other please specify ________

___ No caseload (See any counselor)

COUNSELOR OF THE DAY:

Our counseling program will___ will not___ implement counselor of the day.

DOMAIN RESPONSIBILITIES

PL

Looking at your site needs/strengths, counselors will be identified as the domain counselors for the following
areas:
Academic domain: ________________________________________________________________________
Career domain: ___________________________________________________________________________
Personal/social domain:_____________________________________________________________________

Rationale for decision: _____________________________________________________________________

PROGRAMMATIC DELIVERY

SA

The school counseling teams will spend approximately the following time in each component area to ensure
the delivery of the school counseling program?
__________% of time delivering guidance curriculum

__________% of time with individual student planning

__________% of time with responsive services

__________% of time with system support

SCHOOL COUNSELOR AVAILIBILITY:

The school counseling department is open for student/parent/teacher access from _________ to __________
The department will manage the division of hours by:
________________________________________________________________________________________
The career center will be open from __________ to __________
The department will manage the division of hours by:
________________________________________________________________________________________
________________________________________________________________________________________
Programs and services presented and available to parents include:
Example: guidance newsletter, parenting classes, parent information night

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

131

Secondary School Counselor Program Management Agreement

Programs and services presented and available to staff include:
Example: department liaison, topical information workshops (child abuse, ADD, etc.)
Community liaisons, programs and services will include:

THE SCHOOL COUNSELORS WILL BE COMPENSATED FOR EXTRA WORK HOURS

(BEYOND WORK DAY) BY?

___ Extra duty pay (fund?)

___ Comp time

___ By principal/counselor negotiation

___ Flex schedule

___ Per union regulations

___ No option for this

MATERIALS AND SUPPLIES

What materials and supplies are necessary for the implementation of the school counseling program:

PROFESSIONAL DEVELOPMENT

PL

The following funding resources support the school counseling program:

The school counseling team will participate in the following professional development:

SA

PROFESSIONAL COLLABORATION

The school counseling department will meet weekly/monthly:

___ As a counseling department team

___ With administration

___ With the school staff (faculty)

___ With subject area departments

___ With the advisory council

OFFICE ORGANIZATION
Responsibilities for the support services provided the counseling team will be divided among the support services

staff:

The school counseling assistant will: _____________

The registrar will:_____________________________

The clerk will: _______________________________

The receptionist will:__________________________

Volunteers will:______________________________

Others will: _________________________________

________________________________________

_____________________________________________

Lead Counselor signature & date

Principal signature & date

2003, ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association

132

Staff/Teacher Needs Assessment Survey

This survey has been designed to help us determine guidance/counseling programs and
services that would benefit staff/teachers. Please check the statements that describe
information or support that you could use from the guidance/counseling office to assist your
students in being successful.
Position:

Area of
Specialization:
Personal and Social Development
At-risk student identification and
implementation of interventions to
enhance success

Academic Development
Portfolio development, providing
recommendations and assisting
students with the postsecondary
application process
Learning style assessment for
students and teaching styles

Behavior management plans

Student assistance team development
Peer relationships and effective social
skills
Education in students understanding
self and others

Organizational and test-taking skills

Classroom guidance lessons on study
skill
Classroom speakers

Student coping skills

School climate

Conflict resolutions

Academic support interventions

Student communication

Data Sharing

Student problem solving

Career Development
Classroom guidance lessons on postsecondary planning and career
development
Applying knowledge of personal
abilities, skills, interests, and values to
future goals
Developing career planning skills and
job seeking skills
Exploring career choices and making
career decisions
Obtaining information about postsecondary educational options
Better understanding of college and
technical schools entrance
requirements
Getting financial aid information for
postsecondary educational options
Exploring job opportunities after high
school
Understanding factors that can alter
career plans

Student decision making

Substance abuse education
Multicultural/diversity awareness
Community Involvement
Job shadowing, work-based learning,
part-time jobs
Crisis interventions
Referrals
Understanding and helping the
community recognizing and respecting
cultural and ethnic diversity
Developing and participating in
community service projects
Developing a sense of community
pride

133

Student Needs Assessment Survey

Your grade this year________

Your sex: ____M ____F
Instructions: This survey has been designed to help us better determine the school counseling
needs of our students. Please read each line and circle your response for each to see which
statements would best serve you this school year. Yes, No, or N/A (not applying to you)
Academic Development
I need help
Understanding my strengths and strengthening my weaknesses

Yes

No

N/A

Managing my time and tasks better while in high school

Yes

No

N/A

Understanding and meeting graduation requirements in high school

Yes

No

N/A

Understanding how diploma types affect post-secondary options

Yes

No

N/A

Better understanding my current academic abilities,

interests, and aptitudes

Yes

No

N/A

Improving my test-taking skills for college and technical school

entry exams

Yes

No

N/A

Developing effective study skills

Yes

No

N/A

Setting goals and plans to achieve them

Yes

No

N/A

Getting financial aid information and applying for

Bright Futures Scholarships

Yes

No

N/A

Understanding my personal abilities, skills, interests, and values

Yes

No

N/A

Learning more about job shadowing opportunities

Yes

No

N/A

Learning how to fill out job applications, prepare for an interview,

and find a job

Yes

No

N/A

Exploring careers and making career plans

Yes

No

N/A

Getting information about certificate programs

Yes

No

N/A

Getting information about 2-year colleges

Yes

No

N/A

Getting information about 4-year colleges

Yes

No

N/A

Getting information about apprenticeships

Yes

No

N/A

Learning about military opportunities

Yes

No

N/A

Finding out about job opportunities during and after high school

Yes

No

N/A

Understanding factors that can change career plans

Yes

No

N/A

Career Development
I need help

135

Student Needs Assessment Survey

Personal and Social Development

I need help
Coping with pressures from school, home, and friends

Yes

No

N/A

Managing conflict with others

Yes

No

N/A

Dealing with divorce of parents

Yes

No

N/A

Asking for what I want in an acceptable and assertive manner

Yes

No

N/A

Drug and alcohol abuse

Yes

No

N/A

Nutrition and a healthy lifestyle

Yes

No

N/A

Learning to live in a new culture

Yes

No

N/A

Appreciating and understanding people of a different ethnicity,

race, or religion

Yes

No

N/A

Making friends.

Yes

No

N/A

Getting along with peers and adults

Yes

No

N/A

Interacting and working in teams

Yes

No

N/A

Expressing feelings

Yes

No

N/A

Understanding self-concept

Yes

No

N/A

Managing stress

Yes

No

N/A

Making decisions and solving problems

Yes

No

N/A

Communicating in speaking, listening, and nonverbal behavior

Yes

No

N/A

Community Involvement and Multicultural/Global Citizenship Development

I need help
Understanding how to get involved with my community

Yes

No

N/A

Understanding how to be a contributing citizen in a

multicultural/global community

Yes

No

N/A

Learning who can help me find volunteer activities

Yes

No

N/A

Developing a sense of community pride

Yes

No

N/A

136

Florida Depar tment of Education Division of Public Schools

Bureau of Exceptional Education & Student Ser vices

Dr. Eric J. Smith, Commissioner

Florida Department of
Education
CD924